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Suggestions  to  Leaders  for 
the  Class  Session 

Uganda’s  White  Man  of  Work 


N.  B. — All  correspondence  should  be  directed  to  the 
Secretary  in  charge  of  mission  study  in  your 
Mission  Board  or  Society.  See  list 
on  pages  50-51. 


1907 

YOUNG  PEOPLE’S  MISSIONARY  MOVEMENT 

NEW  YORK 


CONTENTS 


Page 

The  Purpose  of  the  Work .  5 

Why  Missionary  Biography  in  the  Sunday- 

school  .  6 

General  Suggestions  on  the  Course .  8 

How  Plan  for  a  Lesson .  9 

How  Use  the  Helps .  12 

Suggestions  on  Chapter  1 .  12 

Assignment  of  Home  Work  on  Chapter  II .  16 

Suggestions  on  Chapter  II .  16 

Suggestions  on  Chapter  III .  22 

Assignment  of  Home  Work  on  Chapter  IV .  25 

Suggestions  on  Chapter  IV .  25 

Assignment  of  Home  Work  on  Chapter  V .  27 

Suggestions  on  Chapter  V .  28 

Assignment  of  Home  Work  on  Chapter  VI .  30 

Suggestions  on  Chapter  VI .  31 

Assignment  of  Home  Work  on  Chapter  VII. ...  33 

Suggestions  on  Chapter  VII .  33 

Assignment  of  Home  Work  on  Chapter  VIII. ...  36 

Suggestions  on  Chapter  VIII .  36 

Assignment  of  Home  Work  on  Chapter  IX....  40 

Suggestions  on  Chapter  IX .  40 

Assignment  of  Home  Work  on  Chapter  X .  43 

Suggestions  on  Chapter  X .  43 

Assignment  of  Home  Work  on  Chapter  XI .  46 

Suggestions  on  Chapter  XI .  46 

Assignment  of  Home  Work .  48 

Suggestions  on  Chapter  XII  and  Postlude .  48 

List  of  Boards  and  Correspondents .  50,51 


3 


Digitized  by  the  Internet  Archive 
in  2018  with  funding  from 
Columbia  University  Libraries 


https://archive.org/details/suggestionstoleaOOunse 


UGANDA’S  WHITE  MAN  OF  WORK 

The  Purpose  of  the  Work 

Uganda’s  White  Man  of  Work  has  been  written  pri¬ 
marily  with  the  thought  of  its  being  used  as  a  text-book 
for  a  course  of  twelve  studies  to  be  undertaken  by 
Sunday-school  classes,  Junior  societies,  and  mission 
circles,  in  which  the  boys  and  girls  are  between  the 
ages  of  twelve  and  sixteen  years.  Where  this  plan  is  not 
possible,  the  book  may  be  put  into  the  Sunday-school 
library  and  every  boy  and  girl  urged  to  read  it,  or 
it  may  be  placed  in  the  hands  of  all  who  are  able  to 
buy,  and  thus  become  a  permanent  asset  in  the  libraries 
of  many  homes.  The  teachers  will  find  it  possible  to 
use  the  book  for  supplementary  lessons,  in  which  case 
a  part  of  the  following  suggestions  will  be  found  valua¬ 
ble.  The  suggestions,  however,  are  given  having  in 
mind  a  small  class  or  circle  of  boys  and  girls  under  adult 
leadership,  which  will  meet  weekly  for  twelve  or  thir¬ 
teen  lessons.  Where  a  Sunday-school  is  not  willing 
to  give  a  part  or  all  of  the  time  of  its  regular  lesson 
to  this  study,  the  best  plan  would  be  to  have  the  class 
meet  during  the  week  at  the  home  of  the  leader  or  of 
some  member. 

The  aim  of  the  course  is  not  principally  to  teach 
facts  about  missions,  or  to  arouse  to  the  giving  of  more 
money  to  missionary  work,  or  to  lead  boys  and  girls 
to  decide  that  when  they  grow  up  they  are  going  to  be 
foreign  missionaries.  The  aim  is  rather  to  present 
vividly  and  with  much  concrete  detail  the  life  of  a 

5 


Uganda’s  White  Man  of  Work 


heroic,  purposeful,  Christian  man,  with  the  prayerful 
hope  that  boys  and  girls  through  becoming  acquainted 
with  such  a  character  may  catch  the  contagion  of  his 
Christlike  spirit,  and  even  while  yet  boys  and  girls  may 
earnestly  purpose  to  be  something  like  “The  White 
Man  of  Work”  and  like  the  Christ  whom  he  lived  to 
serve. 

Why  Missionary  Biography  in  the  Sunday 

School? 

The  introduction  of  a  text  of  this  kind  into  the 
Sunday-school  is  so  new  a  feature  for  most  schools 
that  a  word  of  explanation  is  in  place.  Normal  boys 
and  girls  between  the  ages  of  twelve  and  sixteen  want 
to  read  stories  full  of  picturesque  adventure,  of  hard¬ 
ship,  and  of  heroic  daring. 

They  delight  in  the  hero  tale  because  to  a  con¬ 
siderable  degree  they  are  hero  worshipers. 

Taking  account  of  this  natural  instinct  of  early 
adolescence  the  better  day-schools  are  teaching  children 
history  largely  through  stories  of  heroes  and  patriots. 
School  histories  are  fast  changing  from  the  brief,  dry 
compendiums  of  facts  to  rich,  detailed  stories  of  men 
and  women  who  did  wise  and  noble  things. 

Professor  E.  L.  Thorndike,  a  widely  known  authority 
in  educational  psychology,  has  said  that:  “for  all  of  us 
the  most  efficient  presentation  of  a  moral  principle  is 
usually  through  a  personal  life,  and  for  children  that 
is  almost  the  only  way.  They  live  morally  by  models 
far  more  than  by  rules.  Boys  can  try  to  be  like  our 
national  patriots  who  could  hardly  understand,  and 
would  soon  forget  a  description  of  patriotism.,, 

Many  such  biographical  stories  as  these  are  found 

6 


Suggestions  to  Leaders 


in  the  Bible,  and  in  them  we  may  seek  for  the  secret 
of  the  attractiveness  and  power  of  the  Bible  for  chil¬ 
dren  of  this  age.  But  why  limit  our  boys  and  girls  to 
a  knowledge  of  religious  men  and  women  of  Bible 
times?  During  the  eighteen  centuries  since  the  Acts 
of  the  Apostles  were  written,  many  other  men  and 
women  have  lived  whose  characters  have  been  excep¬ 
tionally  heroic  and  whose  service  to  their  generations 
has  been  worthy  of  our  study. 

Further,  concerning  the  lives  of  a  number  of  these 
more  modern  heroes  of  the  Church  we  are  able  to  find 
much  more  of  interesting  concrete  detail  than  has  been 
handed  down  to  us  concerning  the  ancient  heroes  of 
Bible  times.  What  a  marvelous  story  for  boys  Paul 
hints  at  when  he  writes:  “In  labors  more  abundantly, 
in  prisons  more  abundantly,  in  stripes  above  measure, 
in  deaths  oft.  Of  the  Jews  five  times  received  I  forty 
stripes  save  one.  Thrice  was  I  beaten  with  rods,  once 
was  I  stoned,  thrice  I  suffered  shipwreck,  a  night  and  a 
day  have  I  been  in  the  deep.”  Would  that  the  details 
had  been  preserved  for  us  with  which  to  fill  in  the  pic¬ 
tures !  We  would  then  have  a  story  of  exciting  stress 
and  peril,  whose  hero  was  a  man  of  holy  purpose  en¬ 
countering  a  long  succession  of  hardships  for  the  sake 
of  his  Lord.  In  many  of  the  more  modern  heroes,  how¬ 
ever,  on  the  frontiers  of  the  kingdom  of  God,  can  be 
found  the  rich,  picturesque  details  of  experience — true 
stories  as  exciting  as  fiction  and  saturated  with  godly 
purpose. 

Shall  we  in  the  Sunday-school  deprive  boys  and  girls 
of  these  stories  of  the  heroes  of  the  faith,  while  the 
day-school  tells  them  of  mythological  heroes  and  the 
great  characters  of  modern  history?  If  the  Sunday- 

7 


Uganda’s  White  Man  of  Work 


school  does  not  give  them  these  biographies,  where  will 
they  learn  them? 

Mr.  Mackay’s  life  has  been  chosen  for  this  course 
principally  for  three  reasons.  In  the  first  place,  through 
Mr.  Mackay’s  extended  personal  correspondence  and 
that  of  his  associates,  many  picturesque  details  in  his 
life  are  available.  In  the  second  place,  he  worked 
among  a  primitive  people  who  were  simple  in  their 
thought  and  mode  of  life.  Uganda  problems  are  not 
beyond  those  of  boys  and  girls.  In  the  third  place,  Mr. 
Mackay  was  a  mechanic,  a  man  not  primarily  of 
thought  but  of  deeds.  His  virtues  are  not  hidden  in 
a  study,  but  shine  out-of-doors  where  boys  and  girls 
live.  His  activities  are  also  those  of  the  adventurer, 
and  on  the  whole  his  heroism  and  self-sacrifice  are 
cut  in  large  plain  characters  which  boys  and  girls  can 
read. 

General  Suggestions  on  the  Course 

A  copy  of  Uganda's  White  Man  of  Work  should 
be  the  personal  property  of  each  member  of  the  class. 
A  chapter  should  be  assigned  each  week  for  reading 
at  home,  to  be  talked  over  when  the  class  meets. 

The  habit  should  also  be  begun  of  bringing  a  Bible 
each  week  to  class  so  that  the  children  may  frequently 
look  up  related  Bible  passages. 

Success  in  leading  a  class  in  the  study  of  this  biogra¬ 
phy  will  depend  much  on  the  painstaking  and  prayerful 
preparation  for  the  class  hour  on  the  part  of  the 
leader.  Fruitful  lessons  are  not  usually  the  result  of 
the  mere  inspiration  of  the  moment,  or  of  a  fifteen- 
minute  or  half-hour  preparation  of  the  lesson.  If  a 
teacher  is  truly  ambitious  to  do  his  best  work  for  the 

8 


Suggestions  to  Leaders 


coming  of  the  kingdom  of  God  in  the  lives  of  the  boys 
and  girls  he  is  leading,  he  should  plan  to  spend,  if 
possible,  several  hours  in  preparing  for  the  lesson. 

Note-books  with  adjustable  sheets  should  be  pur¬ 
chased  at  the  outset  of  the  course  and  become  the  per¬ 
sonal  property  of  each  member  of  the  class.  The  boys 
and  girls  may  choose  for  themselves  titles  for  their 
books  and  may  build  up  tables  of  contents  as  the  books 
are  filled  with  stories,  essays,  Bible  verses,  pictures, 
and  like  material.  The  other  hand  work  done  may  be 
kept  together  in  some  one  place,  and  possibly  at  the 
close  of  the  course  the  children  may  be  persuaded  to 
give  both  the  books  and  the  material  made  to  the  Sun¬ 
day-school  for  a  permanent  exhibit. 

How  Plan  for  a  Lesson 

Having  read  the  chapter  through  for  the  lesson  he 
wishes  to  prepare,  the  teacher  should  ask  himself, 
What  shall  I  aim  to  accomplish  for  these  boys  and 
girls  during  this  class  period?  If  he  formulates  his 
answer  in  a  brief  written  statement,  during  all  his 
planning  for  the  lesson  he  will  ever  be  reminded  of 
the  goal  he  is  endeavoring  to  reach. 

The  children  too  need  to  be  given  an  aim  for  the 
recitation  period.  If  at  the  opening  of  the  class  hour, 
the  teacher  says  to  his  pupils,  To-day  we  are  going  to 
do  this  or  that,  then  they,  too,  at  the  very  outset  of 
the  hour  have  an  incentive  for  listening  and  thinking. 
Of  course  the  children’s  aim  for  the  hour  is  seldom  the 
same  as  that  which  the  teacher  has  for  his  own  guidance. 
The  teacher’s  aim  may  be  to  impress  some  abstract 
principle  through  a  story,  the  pupil’s  aim  needs  always 
to  be  concrete,  attractive,  and  simple. 

9 


Uganda’s  White  Man  of  Work 


Perhaps  on  no  other  one  thing  does  successful  teach¬ 
ing  so  much  depend  as  upon  the  character  of  the  ques¬ 
tions  asked.  Those  inexperienced  in  teaching  often 
suppose  that  adequate  preparation  for  teaching  a  lesson 
has  been  made  when  the  subject  to  be  taught  has  been 
well  organized  under  large  topics  with  subheads.  The 
helpful  teacher,  however,  will  feel  that  at  this  point  his 
preparation  is  but  half  done.  Important  as  it  is  to 
have  clearly  in  mind  just  what  is  to  be  taught,  it  is 
equally  important  to  know  how  it  is  to  be  taught. 
Thoughts  cannot  be  retailed  ready-made  to  boys  and 
girls.  Children  must  be  made  to  think  for  themselves. 
Nor  is  it  the  teacher’s  task  merely  to  examine  a  pupil 
in  order  to  measure  what  he  has  learned  in  his  reading. 
The  teacher’s  task  is  by  questioning  to  stimulate  the 
child’s  thought  and  reflection,  to  help  him  to  compare 
one  thing  with  another,  to  lead  him  to  fill  in  with  his 
imagination  the  pictures  sketched  in  the  lesson,  and 
to  feel  with  the  characters  portrayed.  It  is  the  teach¬ 
er’s  privilege  to  lead  the  child  unconsciously  to  draw 
his  own  moral,  through  expressing  a  genuine  moral 
conviction  which  his  reading  and  thought  has  devel¬ 
oped.  Good  questions  can  never  be  answered  without 
an  effort  on  the  part  of  the  child.  Often  they  demand 
a  choice  between  two  points  of  view.  They  call  for 
clear  imaginings;  they  necessitate  looking  at  an  idea 
from  different  view-points;  they  put  a  child  in  the 
midst  of  a  situation  and  lead  him  to  express  his  feel¬ 
ings,  and  they  encourage  expressions  of  conviction,  but 
never  force  them.  Even  experienced  teachers  do  not 
attempt  to  formulate  such  questions  in  the  presence  of 
their  classes.  The  practise  is  growing  more  and  more 
prevalent  among  teachers  of  writing  out  at  least  the 


Suggestions  to  Leaders 


main  questions  for  a  lesson  before  attempting  to  teach. 

Frequently  other  methods  besides  questioning  may 
be  used  to  vivify  the  story  in  the  minds  of  the  children. 
The  impersonating  of  some  of  the  characters,  even 
though  the  attempt  be  ever  so  crude,  will  enable  the 
children  to  feel  with  the  characters  as  perhaps  nothing 
else  will  do.  Drawing  pictures  on  the  blackboard  and 
on  paper,  making  the  royal  hill  and  Mutesa’s  palace  on 
the  sand  table,  building  Mackay’s  house  of  clay  or 
raffia,  and  modeling  toy  furniture  and  tools,  making  a 
map  of  Africa  in  papier-mache;  work  of  this  character 
will  help  to  maintain  interest  and  to  lead  the  children 
to  live  over  again  the  scenes  of  the  story. 

Occasionally  during  the  hour  when  the  discussion 
on  one  phase  of  the  subject  has  been  completed,  and 
especially  at  the  close  of  the  hour,  the  teacher  should 
through  a  large  question  lead  the  children  to  sum¬ 
marize  the  discussion  which  has  preceded.  This  will 
enable  the  class  to  follow  easily  the  line  of  thought 
and  to  see  clearly  the  relation  between  details  and  large 
thoughts. 

The  moralizing  should  be  done  with  great  care. 
“Thou  shalt  not  preach”  has  been  called  the  Sunday- 
school  teacher’s  eleventh  commandment.  It  will  prob¬ 
ably  be  wiser  to  seek  to  emphasize  but  one  religious 
truth  in  each  lesson  rather  than  a  number.  A  skilful 
teacher  will  lead  the  child  to  draw  his  own  conclusions 
from  the  story,  and  will  not  force  him  to  think  as  an 
adult.  The  teacher’s  opinion,  if  expressed  at  all,  should 
be  given  as  his  own  personal  conviction  for  his  own 
life,  and  the  choice  should  be  left  with  the  child 
whether  or  not  to  make  a  similar  application  to  him¬ 
self.  It  is  here  that  the  unseen  power  of  prayer  is 


Uganda’s  White  Man  of  Work 


most  needed,  that  the  Holy  Spirit  may  constrain  and 
impress  in  method  and  degree  beyond  all  our  human 
teaching. 

How  Use  the  Helps 

In  the  helps  on  various  lessons  which  follow,  the 
suggested  aim  that  may  be  stated  to  the  class  at  the 
beginning  of  the  hour  and  questions  that  may  be  asked 
the  children  are  given  in  large  type.  In  the  small  type 
will  be  found  the  helps  intended  for  the  teacher  alone. 
These  contain  the  aim  suggested  for  the  teacher  to 
have  in  mind  during  the  teaching  of  the  lesson,  also 
other  thoughts  which  may  be  in  the  teacher’s  mental 
background  while  questioning  the  children,  and  sug¬ 
gestions  not  made  in  the  form  in  which  they  could  be 
given  directly  to  the  children.  The  questions  grouped 
in  a  single  paragraph,  it  will  be  noted,  deal  with  one 
large  idea. 

It  is  not  expected  that  any  one  class  will  do  all  the 
hand  work  and  all  the  note-book  work  suggested.  A 
number  of  different  assignments  are  suggested  that 
the  teachers  may  choose  those  which  appeal  to  them  as 
best.  If  the  plans  are  followed  mechanically  without 
adaptation  to  the  particular  situation  in  hand,  or  regard¬ 
less  of  other  methods  which  might  be  more  effective, 
these  helps  will  fail  in  their  purpose. 

Suggestions  on  Chapter  I 

Children’s  Aim:  We  will  try  to  see  how  far  we  can 
go  toward  forming  a  just  opinion  of  this  black  king. 

Teacher's  Aim:  To  show  the  contrast  between  what 
Stanley  taught  Mutesa  and  Mutesa’s  standards  and  beliefs,  and 
thus  by  contrast  to  awaken  an  appreciation  of  Christ  and  his 
teachings. 


Suggestions  to  Leaders 


Suggested  Questions 

What  are  the  things  one  should  consider  when  try¬ 
ing  to  form  a  just  opinion  of  any  one’s  character? 
What  did  Jesus  once  say  about  how  we  may  know  a 
man’s  character?  What  then  should  we  talk  over,  to¬ 
day,  in  order  to  form  an  opinion  of  Mutesa?  Whose 
opinions  of  him  should  we  consider  ? 

Any  one’s  character  is  judged  by  his  acts,  and  when  these 
are  not  well  known,  by  the  opinions  others  have  of  him.  Jesus 
said,  “By  their  fruits  ye  shall  know  them.”  If  the  teacher 
desires,  he  may  read  Matt.  vii.  16-18. 

I.  What  did  Mutesa’s  subjects  think  of  him?  Did 
they  give  their  opinions  of  him  as  freely  as  we  give 
our  opinions  of  the  ruler  of  our  country?  Why  not? 
If  we  knew  only  what  his  subjects  thought  of  him,  what 
opinion  would  we  have  of  Mutesa? 

II.  What  had  the  earlier  travelers  thought  of 
Mutesa? 

III.  Now  let  us  talk  over  what  Stanley  has  told 
us  Mutesa  did  and  what  Stanley’s  opinion  of  him  was. 

How  did  Mutesa  treat  Stanley  before  he  landed  in 
Uganda?  Tell  the  story  of  the  embassy  and  the  dream. 
What  do  you  imagine  Stanley  thought  of  the  king  he 
was  going  to  see? 

Let  us  see  whether  or  not  Stanley  changed  his  opin¬ 
ion  of  Mutesa  after  his  first  reception  on  landing. 
What  were  the  things  about  the  way  he  was  received 
which  surprised  him?  What  more  did  he  learn  about 
the  king  than  he  had  known  before  landing?  Had  you 
been  in  Stanley’s  place,  would  you  have  been  at  all 
afraid  to  go  up  to  the  capitol  to  see  this  king?  Why? 
Why  not? 


13 


Uganda’s  White  Man  of  Work 


Let  us  next  see  what  impression  Stanley  got  of 
Mutesa  the  day  he  first  went  to  the  palace.  Did  he 
notice  anything  unusual  as  he  walked  to  the  palace? 
What  was  it?  Was  the  king’s  house  like  most  of  those 
belonging  to  African  kings?  How  was  it  different? 
What  was  Stanley’s  opinion  of  Mutesa  when  he  first 
saw  him?  At  this  first  meeting  what  do  you  suppose 
Mutesa  told  Stanley?  What  do  you  suppose  Stanley 
told  Mutesa?  Had  you  been  in  Stanley’s  place,  what 
would  you  have  told  him  that  first  day?  Was  Mutesa 
interested  in  hearing  such  things?  Why  do  you  think 
he  was?  When  Stanley  walked  back  to  his  tent  that 
day  what  do  you  suppose  he  thought  of  Mutesa?  Do 
you  think  he  was  right  in  his  opinion  of  him?  Why? 
Why  not? 

Now  let  us  see  if  Stanley  changed  his  mind  as  he 
stayed  longer  at  Mutesa’s  court.  As  the  months  passed, 
how  often  was  he  invited  to  the  palace?  What  were 
some  of  the  subjects  he  talked  about?  What  did 
Mutesa  seem  most  interested  to  hear  about?  How 
did  Stanley  discover  that  he  was  so  eager  to  hear  about 
the  white  man’s  God  ?  Why  did  not  Stanley  talk 
sooner  about  the  white  man’s  God?  Why  do  you  sup¬ 
pose  he  thought  Mutesa  might  be  “angry”? 

Let  us  see  if  we  can  discover  the  reason  why  Mutesa 
seemed  so  interested  in  hearing  about  the  white  man’s 
God.  What  had  Mutesa  long  believed  about  a  God? 
What  do  you  think  Stanley  told  him  about  the  Chris¬ 
tian  God  which  was  different  from  the  heathen  God? 
To  whom  had  Mutesa  been  accustomed  to  pray?  How 
had  he  been  accustomed  to  pray?  Why  did  he  pray? 
What  do  you  think  Stanley  told  him  about  praying 
which  was  different  from  what  he  was  accustomed  to? 


14 


Suggestions  to  Leaders 


Do  you  think  Mutesa  really  wanted  to  learn  to  pray 
to  the  white  man’s  God  ?  Why  do  you  think  so  ?  What 
reasons  can  you  think  of  why  he  might  not  have  cared 
to  do  so? 

What  other  religion  had  Mutesa  heard  of  before 
Stanley  came?  Did  he  think  the  Mohammedan  reli¬ 
gion  as  good  or  not,  as  his  heathen  religion?  When 
he  heard  about  the  Bible,  which  did  he  say  was  better, 
the  Mohammedan  book  or  the  Bible?  What  reasons 
did  he  give  for  thinking  so?  Do  you  think  his  first 
reason  was  a  good  one  ?  His  second  ?  What  did 
Mutesa  do  to  show  that  he  wanted  to  learn  more  of 
the  white  man’s  God?  What  did  he  have  done  to 
help  every  one  remember  the  Bible  stories?  What 
did  he  promise?  What  did  he  ask  for?  Why  did  he 
call  himself  ‘‘blind”  ?  What  then  do  you  think  were 
the  reasons  why  Mutesa  seemed  so  interested  in  the 
white  man’s  God? 

Did  Stanley  believe  that  Mutesa  was  in  earnest  in 
what  he  said?  What  makes  you  think  so?  Did  Stan¬ 
ley  say  anything  in  his  letters  which  shows  what  he 
thought  of  Mutesa?  What  did  he  say?  Do  you  think 
Stanley  would  have  done  differently  had  he  thought 
Mutesa  was  deceiving  him?  Do  you  think  Stan¬ 
ley  was  right  or  wrong  in  his  opinion  of  Mutesa? 
Why?  Why  not?  Had  you  been  a  young  man  in 
England  at  that  time,  would  you  have  favored  send¬ 
ing  some  one  to  Mutesa  to  tell  him  about  the  white 
man’s  God?  Why?  Why  not? 

Having  thought  over  the  different  things  Mutesa 
did,  the  opinion  his  subjects  had  of  him,  what  earlier 
travelers  thought  of  him,  and  Stanley’s  opinion  of  him, 
what  is  your  opinion  of  Mutesa? 

15 


Uganda’s  White  Man  of  Work 


Assignment  of  Home  Work  on  Chapter  II 

This  week  each  one  of  us  will  read  at  home  Chapter 
II  to  find  out  what  did  happen  after  the  letter  was 
read. 

In  talking  over  our  opinion  of  Mutesa,  we  mentioned 
the  fact  that  he  had  a  couple  of  boys  write  down  on 
board  books  some  of  the  things  Stanley  taught  them. 
Suppose  each  one  of  us,  this  week,  make  a  board  book 
like  one  of  those  the  black  boys  made.  What  kind  of 
boards  shall  we  get?  What  shall  we  write  with? 
What  shall  we  write  on  the  board  books?  Then  we 
shall  have  a  little  Uganda  library  of  our  own. 

Perhaps  some  one  in  the  class  would  like  to  imagine 
that  he  is  Stanley  and  we  will  be  Mutesa  and  his  chiefs, 
and  at  the  next  meeting  he  will  tell  us  a  Bible  story  just 
as  he  thinks  Stanley  told  it  to  Mutesa. 

In  assigning  the  making  of  board  books,  the  teacher  should 
be  careful  to  give  clear  and  definite  directions.  The  class 
should  decide  on  one  size  for  all  the  books.  They  can  probably 
be  made  best  from  the  sides  of  grocery  boxes  smoothed  by  the 
use  of  sandpaper.  India  ink  or  dark  crayons  would  be  good 
writing  material.  The  boys  and  girls  should  be  encouraged  to 
choose  for  themselves  the  portions  of  Scripture  for  their  own 
books.  It  will  be  more  interesting,  however,  if  they  can 
decide  while  the  class  is  together,  in  order  that  duplication 
may  be  avoided. 

Suggestions  on  Chapter  II 

Review  :  At  the  opening  of  the  hour  let  the  class  examine 
the  board  books,  each  one  reading  to  the  others  what  he  has 
written  on  his  own  board.  Concerning  the  board  books,  the 
teacher  may  ask  some  such  questions  as  the  following : 

What  use  do  you  think  the  Waganda  made  of  these  board 
books  ?  Which  one  of  these  books  do  you  imagine  the 
Waganda  would  like  to  read  the  oftenest  at  court?  Why? 

16 


Suggestions  to  Leaders 

Where  do  you  suppose  they  kept  their  books?  Where  would 
we  keep  ours? 

If  one  of  the  class  is  ready  to  take  the  part  of  Stanley  and 
to  tell  a  Bible  story  to  Mutesa,  arrange  the  class  in  a  semi¬ 
circle,  with  Mutesa  in  the  center,  and  the  would-be  Stanley  in 
front.  Before  he  begins  his  story,  tell  the  king  and  his  chiefs 
to  be  ready  to  ask  questions  about  the  story  which  Stanley 
must  try  to  answer.  If  no  one  of  the  pupils  volunteers  to  tell 
a  Bible  story,  the  teacher  may  suggest  the  Parable  of  the 
Talents.  Matt.  xxv.  14-30. 

The  Lesson  Proper 

Children’s  Aim  :  We  are  going  to  see  to-day  how 
many  different  kinds  of  people  started  out  to  grant 
Mutesa’ s  request  and  just  how  much  work  each  one 
who  went  had  to  do. 

Teacher's  Aim  :  To  show  the  value  in  Christian  service  of 
different  kinds  of  talents. 

A  map  of  Africa,  showing  Zanzibar,  Victoria  Lake,  and 
Uganda,  should  be  hung  in  front  of  the  class  and  be  referred 
to  whenever  in  the  course  of  the  lesson  it  seems  appropriate. 

Suggested  Questions 

First  let  us  name  the  different  people  who  helped  to 

grant  Mutesa’s  request,  but  who  didn’t  go.  -  will 

write  these  on  the  blackboard  as  they  are  named. 

The  list  may  be  about  as  follows : 

The  Frenchman. 

The  Newspaper  Editor. 

The  Missionary  Secretaries. 

The  business  men. 

Those  who  gave — mothers,  fathers,  brothers,  sisters. 

Let  us  go  through  the  list  one  by  one  to  see  if  we 
can  think  of  any  reasons  why  it  might  have  been  hard 
for  these  people  to  do  as  they  did.  Suppose  you  had 
been  Stanley,  would  you  have  hesitated  about  writing 

1 7 


Uganda’s  White  Man  of  Work 


the  letter  asking  for  missionaries?  Why?  Did  the 
Frenchman  put  himself  out  of  the  way  at  all  to  carry 
the  letter  for  Stanley?  Had  you  been  the  newspaper 
editor,  would  you  have  had  any  reason  for  wanting  to 
omit  that  part  of  the  letter  in  which  Stanley  asked  for 
missionaries  ? 

We  all  will  imagine  ourselves  as  missionary  secre¬ 
taries.  We  will  separate  into  two  groups,  and  one  group 
will  be  secretaries  who  favor  the  sending  of  missionaries 
to  Uganda,  and  the  other  group  will  oppose  it.  Each 
group  will  try  to  convince  the  other  side  that  they 
are  in  the  wrong.  Let  us  see  how  strong  we  can  make 
each  side  of  the  argument.  Why  do  you  think  it  was 
hard  for  the  secretaries  to  decide  to  make  the  effort 
to  answer  Mutesa’s  request? 

The  teacher  should  try  to  get  the  boys  and  girls  to  speak 
freely  on  the  two  sides  of  the  question  just  as  if  they  really 
were  secretaries  facing  the  issue,  and  he  should  himself  re¬ 
frain  from  presenting  arguments.  The  last  question  in  the 
paragraph  above  is  meant  to  call  forth  a  summary  of  the 
discussion. 

Suppose  you  had  been  a  well-to-do  business  man  in 
Great  Britain,  able  to  give  several  thousand  dollars 
toward  the  Uganda  expedition,  would  you  have  given 
the  money?  Why?  Why  not?  Who  of  you  have  ever 
said  good-by  to  a  brother  who  was  to  be  gone  from 
home  for  a  long  time?  How  did  you  feel  about  it? 
How  did  your  mother  feel?  Do  you  think  it  was  any 
harder  for  the  brothers  and  sisters  and  mothers  and 
fathers  of  these  men  to  let  them  go?  Why?  Which 
of  these  different  persons  who  helped  but  didn’t  go, 
do  you  think  did  the  hardest  thing?  Which  would 
you  prefer  to  have  been?  Why?  Which  one  could 

18 


Suggestions  to  Leaders 


have  negelected  his  part  of  the  work,  and  it  would  have 
made  no  difference?  How  many  of  these  people  did 
missionary  work? 

Let  us  make  another  list  on  the  blackboard,  showing 
the  different  kinds  of  men  who  went.  Suppose  they 
had  all  been  preachers,  could  they  have  helped  Mutesa 
more  than  this  group  could  do?  Suppose  they  had 
all  been  mechanics?  Why  was  it  better  to  have  dif¬ 
ferent  kinds  of  men?  Were  these  the  kinds  of  men 
Stanley  had  asked  for  in  his  letter  (p.  5  of  text-book)  ? 
Which  ones  do  you  imagine  he  would  have  been  es¬ 
pecially  glad  to  learn  were  in  the  party?  Do  you  think 
of  any  other  kind  of  man  Stanley  might  have  wished 
to  have  go  ?  Why  do  you  suppose  there  was  no  trained 
teacher  in  the  party? 

The  teacher  may  well  summarize  this,  the  first  half  of  the 
discussion,  by  a  question  or  two  calling  forth  the  number  of 
kinds  of  people  helping  to  grant  Mutesa’s  request. 

We  have  talked  together  of  the  different  kinds  of 
people  who  helped  to  grant  Mutesa’s  request.  Now 
let  us  try  to  find  out  how  much  work  the  men  who 
went  had  to  do  in  getting  ready  for  the  journey. 

How  many  have  ever  gone  camping  for  a  week  or 
more  ?  How  busy  were  you  the  day  before  you 
started?  What  did  you  have  to  get  ready?  How  did 
you  divide  up  the  work? 

Let  us  imagine  ourselves  as  a  party  of  missionaries 
living  in  Mackay’s  time  who  are  planning  to  go  to 
Uganda  and  who  have  gone  as  far  as  Zanzibar.  Let 
us  try  to  figure  out  just  what  supplies  we  will  have  to 
take  with  us. 

For  what  sort  of  a  journey  must  we  plan?  How 
long  a  distance  must  we  march?  How  long  is  it  likely 

19 


Uganda’s  White  Man  of  Work 


to  take  us?  If  we  take  supplies  then  to  last  six 
months,  will  that  be  sufficient?  Why  not?  What 
things  would  we  not  be  able  to  buy  in  Uganda?  How 
many  persons  must  we  provide  for?  For  how  long  a 
time  had  we  better  make  provision?  How  could  we 
buy  more  things  if  our  supplies  should  run  out?  Let 
us  then  make  another  list  on  the  blackboard  of  the 
different  kinds  of  supplies  we  will  need  to  take  with  us. 

The  class  had  better  figure  on  a  two  years’  stay  in  Uganda 
without  fresh  supplies.  In  case  of  necessity  they  might  send 
back  to  Zanzibar,  through  an  Arab  or  through  one  of  their  own 
party  for  fresh  supplies,  and  if  new  recruits  from  Great 
Britain  or  America  joined  them,  they  would  of  course  bring 
supplies  for  the  whole  party  with  them. 

The  list  on  the  blackboard  should  include  the  following : 
Personal  property,  food,  cooking  utensils,  camping  outfit,  am¬ 
munition,  medicine  and  doctors’  supplies,  tools  and  money. 
Let  the  class  decide  just  how  many  porters  and  servants  they 
will  need  to  take  with  them.  Then  divide  up  the  work  and 
make  one  member  of  the  class  responsible  for  figuring  out 
just  what  kinds  of  food  they  must  take  and  how  much  of  each 
kind.  Another  may  be  responsible  for  the  camping  outfit, 
another  for  the  articles  to  be  used  for  money,  etc.  Let  the 
making  out  of  these  lists  in  detail  be  the  home  work  for  the 
week;  but  five  minutes  of  the  class  hour  may  well  be  spent 
in  having  the  boys  and  girls  ask  questions  about  their  lists. 
They  should  be  led  to  think  clearly  and  definitely  about  these 
supplies  which  have  to  be  planned  for.  Each  one  should  also 
make  a  list  of  the  personal  property  which  he  wishes  to  take 
along  with  him,  such  as  articles  of  clothing,  books,  writing 
paper,  etc.  They  may  be  led  to  see  the  importance  of  making 
these  lists  carefully  if  asked  what  will  happen  if  enough  food 
or  the  right  kinds  are  not  taken,  or  if  the  money  should  run 
out,  or  the  medicine,  etc.  How  many  people  will  suffer  if 
such  things  are  forgotten?  Not  only  the  one  who  forgets,  but 
all  the  party,  the  people  at  home  who  have  sent  them,  and  the 
people  in  Uganda  to  whom  they  are  going. 

If  this  form  of  home  work  does  not  seem  advisable,  the 

20 


Suggestions  to  Leaders 


teacher  may  ask  the  class  to  meet  in  his  home  during  the 
week  to  prepare  for  the  presentation  of  one  or  two  scenes 
laid  in  the  offices  of  the  Church  Missionary  Society.  In  one 
scene  the  secretaries  may  be  seated  about  the  table.  The 
presiding  officer  may  read  aloud  that  part  of  Stanley’s  letter 
asking  for  missionaries  and  a  discussion  may  follow  some¬ 
thing  like  the  one  the  class  already  engaged  in  when  imagin¬ 
ing  themselves  as  secretaries.  Praying  should  not  be  imper¬ 
sonated,  but  the  secretaries  may  make  a  decision  to  pray  or 
heads  may  be  bowed  a  moment  in  silence.  The  discussion 
should  result  in  a  decision  to  pray  and  to  study  Uganda. 

In  a  second  scene,  the  secretaries  may  enter  the  office  with 
magazines,  pictures,  books,  etc.,  under  their  arms.  These  may 
be  passed  around  and  each  secretary  tell  something  of  what  he 
has  learned  and  state  the  conclusion  to  which  he  has  come 
about  the  expedition.  They  should  agree  on  the  amount  of 
money  needed  and  the  smallest  number  of  men  who  should 
be  asked  for  and  the  kind  wanted.  Just  as  the  seriousness  of 
the  undertaking  is  placed  before  them  a  letter-carrier  may 
enter  the  room  bringing  a  letter  from  the  man  who  gave  the 
first  money.  A  few  remarks  may  then  be  made  showing  how 
deeply  the  letter  impresses  them,  and  a  letter  to  the  news¬ 
papers  can  be  planned  for. 

A  third  scene  may  be  the  farewell  scene,  when  the  eight 
men  of  the  party  bid  good-by  to  the  secretaries  and  the  secre¬ 
taries  bid  them  Godspeed.  Many  classes  will  not  be  large 
enough  to  make  this  last  scene  possible. 

The  discussion  of  the  lesson  proper  should  be  closed  by  a 
few  questions  by  way  of  summary  and  to  suggest  the  im¬ 
portant  religious  truth  the  teacher  has  in  mind  to  make  vivid 
for  the  children.  Such  questions  as  the  following  may  be 
helpful : 

Did  these  men  who  started  out  for  Uganda  under¬ 
take  something  easy  or  difficult?  Suppose  one  of  the 
men  of  the  party  had  not  liked  the  kind  of  work  given 
him  to  do,  and  had  neglected  his  share,  what  would 
have  happened?  Which  one  was  really  doing  mis¬ 
sionary  work,  the  man  who  bought  the  food,  or  the  one 

21 


Uganda’s  White  Man  of  Work 


who  bought  the  guns,  or  the  one  who  managed  the 
packing?  For  whom  were  they  doing  these  things? 
How  about  the  secretaries,  the  men  who  gave  money, 
the  sisters  and  mothers  who  made  things  for  the  mis¬ 
sionaries,  were  they  doing  missionary  work?  For 
whom  were  they  doing  these  things?  In  our  church 
who  else  does  Christian  work  besides  the  preacher  and 
the  Sunday-school  teachers?  What  sort  of  things  may 
we  do?  The  Father  has  made  a  great  many  different 
people  in  this  world,  and  there  are  a  great  many  kinds 
of  work  to  be  done,  and  He  wants  everybody  to  do  his 
share  in  a  kindly  spirit  in  order  to  help  somebody  else 
in  some  way. 

Suggestions  on  Chapter  III 

Review  :  If  the  lists  of  supplies  have  been  made,  they  may 
be  read  and  criticised  by  the  class.  If  any  preparation  has 
been  made  to  present  one  of  the  special  scenes  it  may  be 
done,  if  convenient,  at  the  opening  of  the  hour. 

The  Lesson  Proper 

Children's  Aim  :  We  will  talk  over  to-day,  Mackay’s 
two  big  undertakings  told  about  in  Chapter  III,  and  we 
will  decide  what  we  think  of  the  way  Mackay  did  his 
work. 

Teacher's  Aim  :  To  lead  the  children  to  see  that  Mackay 
needed  to  be  resourceful,  and  that  being  a  Christian  made  him 
better  able  to  do  his  work  well. 

Suggested  Questions 

I.  Would  you  rather  undertake  the  building  of  a 
road  in  this  country  or  in  Africa?  Why?  Give  all 
the  reasons  you  can  think  of. 

In  which  climate  is  it  easier  to  do  hard  work?  What 
are  the  dangers  in  a  tropical  climate,  as  in  that  part  of 

22 


Suggestions  to  Leaders 


central  Africa?  How  long  did  Mackay  have  his  men 
work  in  one  day  ?  In  what  part  of  the  day  ?  Was  he  wise 
or  not?  Why?  In  which  country  would  you  probably 
have  to  do  the  lost  cutting  down  of  trees  and  bushes? 
Tell  us  about  the  thickest  woods  you  have  ever  seen. 
What  would  be  the  difference  between  that  and  an 
African  jungle?  What  were  the  difficulties  connected 
with  building  a  road  through  a  jungle?  Had  you  been 
one  of  Mackay’s  working  gang,  could  you  have  had 
any  reason  to  be  afraid  while  working  in  a  jungle? 

What  other  sorts  of  places  did  they  come  to  where 
it  was  especially  difficult  to  build  a  road?  What  did 
they  do  when  they  came  to  a  swamp  ?  A  mountain  ? 
A  river?  Were  the  bridges  Mackay  built  like  those 
one  sees  in  this  country?  In  what  ways  were  they 
different?  Why? 

What  did  Mackay  have  to  do  for  his  workmen  which 
a  boss  in  this  country  would  not  expect  to  do?  Which 
tools  do  you  suppose  the  workmen  found  hardest  to 
learn  to  use?  Why?  Were  they  quick  about  learn¬ 
ing?  How  did  he  plan  for  their  food  and  pay?  What 
did  he  do  for  them  when  they  became  sick? 

Let  us  then  name  all  the  different  trades  Mackay 
needed  to  know  something  of  in  order  to  build  this 
road.  What  is  your  opinion  of  the  way  he  did  these 
different  kinds  of  work?  How  do  you  explain  the 
fact  that  he  knew  so  much  about  so  many  kinds  of 
work  ? 

II.  Let  us  now  talk  over  the  difficulties  connected 
with  traveling  with  oxen  and  carts,  and  decide  what 
we  think  of  the  way  Mackay  did  this  piece  of  work. 

Do  you  think  Mackay  was  wise  in  the  time  he  chose 
for  starting  on  this  journey?  What  is  the  longest 

23 


Uganda’s  White  Man  of  Work 


period  of  rain  you  have  ever  known?  What  was  the 
condition  of  the  country  roads  about  the  end  of  that 
time?  How  did  you  and  everybody  else  feel?  Were 
things  as  bad  as  or  worse  than  this  when  Mackay  started 
with  his  oxen  and  men  ?  In  what  ways  were  they  worse  ? 
How  much  progress  was  he  able  to  make  in  the  rain? 
What  were  some  of  the  things  which  happened  be¬ 
cause  it  was  so  wet?  Why  then  did  he  start?  Do1  you 
think  he  did  the  best  thing  he  could  have  done  ? 

The  teacher  may  suggest  to  the  children  that  during  such 
rainy  seasons,  the  African  fever  is  most  likely  to  attack  one, 
especially  when  one  is  not  leading  an  active  life.  Activity  is 
one  of  the  best  preventives  of  the  African  fever. 

Who  have  ever  seen  a  team*  of  oxen?  Which  do 
you  imagine  you  would  rather  drive,  a  team  of  oxen 
or  a  team  of  horses?  What  do  you  think  are  probably 
the  disadvantages  in  driving  .oxen?  Did  Mackay’s 
oxen  work  as  well  as  most  oxen  do  which  have  been 
accustomed  to  drawing  carts?  Why  not?  How  do 
you  suppose  an  untrained  ox  would  act? 

What  did  Mackay  think  was  the  hardest  thing  he 
h$d  to  do?  Why  do  you  imagine  it  was  so  hard  to 
train  the  men  to  drive?  What  were  some  of  the  dif¬ 
ficult  things  these  drivers  had  to  learn  to  do?  What 
were  some  of  the  mistakes  they  made  ? 

How  did  Mackay  cross  rivers  with  carts  and  oxen? 
What  better  plan  can  you  think  of? 

What  other  difficulties  did  he  meet  with,  not  connected 
with  the  climate,  his  workmen,  or  his  oxen?  How  did 
the  tsetse  fly  hinder  their  traveling?  What  was  the 
result?  Had  you  been  in  Mackay’s  place,  how  would 


*  In  Africa  from  eight  to  sixteen  oxen  compose  a  team  or  span  • 

24 


Suggestions  to  Leaders 


you  have  felt  at  the  time  so  many  oxen  had  died 
that  the  carts  had  to  be  abandoned?  How  did  Mackay 
feel  about  it? 

Did  the  natives  living  along  the  road  help  or  hinder 
them  in  their  traveling?  What  did  they  do?  Do  you 
think  Mackay  could  have  prevented  this?  Ho'w? 

What  then  were  the  great  difficulties  Mackay  found 
in  his  first  attempt  to  travel  with  oxen  ?  What  is  your 
opinion  of  the  way  he  met  these  difficulties? 

Let  us  name  again  all  the  different  kinds  of  work 
Mackay  did  while  building  the  road  or  traveling  with 
the  oxen  and  carts.  Which  of  these  pieces  of  work 
would  you  have  enjoyed  doing?  What  things  would 
have  annoyed  you?  How  often  do  you  imagine 
Mackay  lost  his  temper?  Why  do  you  think  he  did 
not  become  discouraged,  give  up  his  work,  and  go  back 
home?  What  Bible  verses  can  you  recall  which  he 
might  have  thought  of  and  which  would  make  him 
determined  to  persevere?  (“I  can  do  all  things  in  him 
that  strengtheneth  me.”  Phil.  iv.  13.) 

Assignment  of  Home  Work  on  Chapter  IV 

The  reading  of  Chapter  IV.  It  may  be  well  for  the  chil¬ 
dren  to  write  in  their  note-books  the  Bible  verses  chosen  as 
those  which  might  have  kept  Mackay  determined  to  persevere. 

Those  who  are  able  to  draw  may  be  encouraged  to  illustrate 
the  chapter  with  drawings  of  oxen  and  carts,  or  of  some  of  the 
tools  used  in  building  the  road.  Or  they  may  find  pictures  in 
old  magazines  which  may  be  pasted  in  their  note-books,  to 
serve  as  illustrations  of  the  chapter. 

It  may  seem  an  appropriate  time  for  the  children  to  draw  a 
map  of  Africa  in  their  note-books,  showing  Uganda,  the  lake, 
and  the  journey  already  made  from  Zanzibar. 

Suggestions  on  Chapter  IV 

Children's  Aim  :  We  are  going  to  try  to  decide 


Uganda’s  White  Man  of  Work 


whether  or  not  Mutesa  treated  these  missionaries  in 
the  way  they  deserved. 

Teacher’s  Aim  :  To  lead  the  children  to  feel  that  God  gives 
men  strength  to  do  unselfish  service. 

Suggested  Questions 

I.  Let  us  first  discuss  how  Mutesa  treated  the 
missionaries. 

What  did  Mutesa  do  for  them  while  they  were  still 
on  their  journey?  What  do  you  suppose  the  white 
men  thought  of  Mutesa  by  the  time  they  had  received 
the  second  letter?  How  did  Mutesa  have  the  white 
men  treated  when  they  first  landed? 

Did  he  treat  Stanley  any  better  when  he  landed? 
What  presents  did  he  give  them?  Were  these  more 
or  less  than  Stanley  was  given?  What  reason  can 
you  give  for  his  not  giving  these  men  as  much  as 
Stanley  ? 

Tell  the  story  of  how  Mutesa  and  his  courtiers  re¬ 
ceived  the  missionaries  in  his  palace.  What  do  you 
think  the  missionaries  said  to  each  other  when  they 
went  home  after  this  first  reception? 

How  do  you  suppose  they  thought  they  would  be 
treated  the  next  morning?  What  did  he  mean  by 
saying  his  heart  was  “bad”? 

Were  the  missionaries  surprised  or  disappointed  the 
next  time  they  went  to  the  palace?  Tell  the  story  of 
what  Mutesa  did  that  afternoon.  What  do  you  imagine 
the  missionaries  said  to  each  other  as  they  went  home 
that  evening? 

Was  Mackay,  when  he  reached  Uganda,  received 
with  as  much  honor  as  the  other  missionaries?  Why? 

What  then  do  you  think  of  the  way  Mutesa  treated 

26 


Suggestions  to  Leaders 


the  missionaries  ?  Do  you  think  Mutesa  received  the 
missionaries  as  royally  as  Stanley  expected  he  would? 

The  teacher  will  note  what  Stanley  prophesied  on  pages 
5  and  6  of  text-book. 

II.  What  did  the  missionaries  do  for  Mutesa? 

The  asking  of  this  one  question  should  lead  the  children  to 
tell  what  the  missionaries  sacrificed  in  leaving  their  homes, 
and  in  some  cases  their  wives,  children,  and  parents.  They 
should  tell  how  the  missionaries  lacked  the  comforts  of  well 
cooked  food,  of  shelter,  of  books  and  magazines,  etc.,  during 
their  long  journey;  of  their  sickness,  of  their  dangers,  of 
the  death  of  six  of  the  party,  and  of  the  hard  work  they 
had  to  do  in  that  trying  climate.  If  the  large  question  does  not 
bring  out  these  answers,  the  teacher  should  ask  smaller  ques¬ 
tions  so  that  the  children  themselves  will  name  over  many  of 
the  hardships  of  the  journey.  It  may  perhaps  be  well  to  make 
a  list  on  the  blackboard  of  the  items  given  by  the  children. 

How  then  do  you  think  these  white  men  deserved 
to  be  treated  by  Mutesa?  Did  he  treat  them  so? 
Why  not?  Is  Mutesa  the  sort  of  a  man  for  whom  you 
would  be  willing  to  leave  your  home  and  go  thousands 
of  miles  away  and  suffer  the  things  Mackay  suffered? 
What  sort  of  a  man  would  you  be  willing  to  do  it  for? 
How  do  you  explain  the  fact  that  these  white  men  were 
willing  to  do  so  much  for  Mutesa? 

The  teacher  may  suggest  what  Paul  had  in  mind  when  he 
said,  “I  can  do  all  things  in  him  that  strengtheneth  me.’' 

Assignment  of  Home  Work  on  Chapter  V 

Possible  hand  work  in  addition  to  reading  the  chapter. 

1.  Drawing  of  a  picture  of  Mutesa’s  palace. 

2.  Making  a  model  of  a  grass  fence.  Corn-stalks  may  be 
used  for  the  posts  and  hay  instead  of  reed  grass.  In  cities 
raffia  probably  will  be  more  easily  obtainable  and  pine  boards 
split  into  sticks  a  half  inch  thick  may  be  used  for  posts. 

3.  The  model  of  a  Uganda  hut  may  be  made  of  straw  or 

27 


Uganda’s  White  Man  of  Work 


raffia  and  pasted  over  a  soft  pasteboard  frame.  Or  it  may  be 
made  simply  out  of  manila  paper. 

Suggestions  on  Chapter  V 

Review  :  Examine  the  hand  work  done  by  the  children  dur¬ 
ing  the  week.  Have  them  look  for  the  good  points  in  each 
other’s  work. 

The  Lesson  Proper 

Children's  Aim:  We  will  try  to  find  out  just  what 
the  missionaries  accomplished  during  the  first  two 
years  in  Uganda. 

Teacher’s  Aim  :  To  show  some  of  the  things  involved  in 
being  a  Christian,  through  showing  what  Mackay  and  his 
companions  taught  the  Waganda. 

Suggested  Questions 

Suppose  you  and  one  or  two  companions  should  go 
as  missionaries  to  some  country  where  missionaries 
had  never  been,  what  would  you  try  to  accomplish  dur¬ 
ing  the  first  two  years?  Which  of  these  things  did 
Mackay  and  his  companions  do  in  the  first  two  years? 
For  the  sake  of  their  own  health  and  comfort  what 
did  the  missionaries  build?  What  other  buildings 
did  they  put  up  on  these  premises  which  were  neces¬ 
sary,  if  they  were  to  do  the  work  they  wanted  to  do? 

Through  further  questioning  the  teacher  may  lead  the  chil¬ 
dren  to  tell  what  sort  of  a  house  the  missionaries  built,  about 
its  location,  its  furniture,  the  yard,  the  garden,  the  banana 
plants,  etc.  The  teacher  may  well  ask  further  questions  about 
the  probable  character  of  the  schoolhouse,  workshop,  and 
dispensary. 

What  more  was  it  necessary  for  the  missionaries  to 
accomplish  before  the  Waganda  would  be  willing  to 
let  the  missionaries  teach  them?  How  did  the  white 
men  do  this? 


28 


Suggestions  to  Leaders 


The  missionaries  must  gain  the  friendship  of  the  Waganda 
and  lead  them  not  to  be  afraid  of  them.  The  way  they  did 
this  should  be  drawn  from  the  class. 

What  use  did  the  missionaries  make  of  the  school- 
house  ? 

Let  the  children  imagine  what  this  Waganda  school  was 
like,  how  the  pupils  studied  and  recited,  what  they  read,  etc. 
Ask  them  why  the  missionaries  wanted  them  to  learn  how  to 
read. 

In  addition  to  teaching  the  Waganda  to  read,  Mackay  tried 
to  teach  them  three  important  thoughts  about  how  they  ought 
to  live : 

1.  That  Christian  men  should  be  not  idle  but  useful  men. 

2.  That  to  buy  and  sell  human  beings  as  slaves  is  wicked. 

3.  That  a  man  cannot  be  a  Christian  and  a  heathen  at  the 
same  time,  for  a  man  who  is  a  Christian  tries  to  do  the  sort 
of  things  Jesus  did. 

These  three  points  the  teacher  should  have  in  mind  when 
asking  the  following  questions ;  and,  as  the  three  answers  are 
drawn  from  the  children,  they  may  be  written  in  the  above 
brief  form  on  the  blackboard. 

What  use  did  Mackay  make  of  his  workshop  ?  Why 
was  it  that  he  worked  so  hard  with  his  tools  ?  What  was 
the  difference  between  the  way  the  Waganda  thought 
about  work  and  the  way  the  missionaries  thought 
of  it?  Suppose  Mackay  had  become  impatient  when 
he  saw  so  many  hoes  and  hatchets  heaped  in  front  of 
his  shop,  what  would  have  been  the  result?  In  what 
other  way,  besides  working  himself,  did  Mackay  try 
to  teach  them  that  work  was  honorable,  and  the  thing 
a  Christian  ought  to  do?  What  then  did  Mackay  try 
to  teach  the  Waganda  about  work?  (Let  this  be 
written  on  the  board.) 

If  the  Waganda  did  not  work,  who  did?  What  then 
did  Mackay  teach  them  about  having  slaves?  Tell  the 

29 


Uganda’s  White  Man  of  Work 


story  of  Mackay’s  first  conversation  on  the  subject  of 
slavery  at  court?  Tell  the  story  of  what  he  said  some 
days  later  at  court.  For  what  reasons  then  did  Mackay 
say  it  was  wrong  to  own  slaves?  Long  before  Mackay 
came,  when  Stanley  was  in  Uganda,  Mutesa  himself 
said  why  it  was  that  a  Christian  refused  to  buy  slaves 
(p.  18  of  text-book).  What  was  the  reason  he  gave? 
Which  of  these  reasons  do  you  think  is  the  strongest 
reason  why  slavery  is  wrong?  What  then  was  it  that 
Mackay  tried  to  teach  about  slavery?  (Let  this  be 
written  on  the  board.) 

What  strange  request  did  Mutesa  make  of  Mackay 
one  day  which  surprised  him?  Why  did  the  request 
for  baptism  surprise  Mackay?  What  do  you  think 
Mutesa  thought  it  meant  to  be  a  Christian?  What  was 
wrong  with  his  idea?  How  on  one  Sabbath  some  time 
before  this  had  Mackay  tried  to  teach  Mutesa  that  he 
could  not  be  a  Christian  and  a  heathen  at  the  same 
time?  Tell  the  parable  he  told.  What  did  he  tell 
Mutesa  the  parable  meant?  What  then  did  Mackay 
teach  Mutesa  about  what  it  meant  to  be  a  Christian? 

Summary:  The  three  points  may  be  erased  and  the  teacher 
may  ask  the  children  to  tell  what  the  missionaries  had  done 
during  the  first  two  years  in  Uganda,  and  what  they  had 
tried  to  teach.  If  they  had  been  in  Mackay’s  place  would  they 
have  been  encouraged  or  discouraged  about  the  future?  Why? 

Assignment  of  Home  Work  on  Chapter  VI 

The  reading  of  Chapter  VI  to  see  if  things  in  Uganda  con¬ 
tinued  as  well  as  they  began. 

The  children  may  make  in  their  note-books  or  on  a  sand 
table,  a  plan  of  the  missionaries’  headquarters.  Or  draw  a 
picture  of  their  hut,  and  of  the  table.  The  boys  and  girls  may 
also  write  in  their  note-books  a  list  of  the  things  the  mission¬ 
aries  accomplished  the  first  two  years.  If  there  are  one  or  two 

30 


Suggestions  to  Leaders 


in  the  class  who  are  bright  enough,  the  teacher  may  suggest  to 
them  that  they  imagine  themselves  asMackay  talking  to  Mutesa 
at  court,  and  have  them  write  out  a  talk  on  some  other  subject 
than  those  given  in  the  chapter.  The  teacher  may  suggest  a 
Bible  passage  on  which  the  talk  may  be  based,  such  as  the 
story  of  the  Good  Samaritan,  or  of  the  prodigal  son,  Jesus 
healing  some  sick  man,  or  the  twenty-third  Psalm.  Let  the 
children  also  imagine  the  questions  Mutesa  might  ask  and  the 
remarks  he  might  make  on  hearing  the  story. 

Suggestions  on  Chapter  VI 

Review  :  Have  the  note-books  or  other  hand  work  presented 
and  criticised,  and  if  one  of  the  class  is  ready  to  give  the  im¬ 
aginary  talk  between  Mackay  and  Mutesa,  let  him  do  so  before 
the  class. 

The  Lesson  Proper 

Children's  Aim  :  We  will  try  to  find  out  why  it  was 
so  hard  for  Mutesa  to  decide  whether  to  be  a  Christian 
or  a  heathen. 

Teacher's  Aim  :  To  prepare  the  way  for  a  definite  appeal 
to  the  boys  and  girls  for  a  decision  to  become  Christians,  the 
appeal  itself  to  be  made  later. 

Suggested  Questions 

I.  First  let  us  give  the  reasons  why  Mutesa  might 
prefer  to  remain  a  heathen  rather  than  to  become  a 
Christian. 

How  much  longer  had  Mutesa  heard  about  the  hea¬ 
then  than  about  the  Christian  religion?  Had  any  of 
the  Waganda  ever  become  Christians? 

Who  were  the  people  that  were  trying  to  persuade 
Mutesa  to  remain  a  heathen  ?  What  did  his  mother  and 
wives  do?  How  much  difference  did  it  make  to  Mutesa 
what  his  mother  or  wives  thought?  Why?  What 
did  the  chiefs  do  which  showed  that  they  were  anxious 
for  Mutesa  to  remain  a  heathen?  How  much  depended 
for  Mutesa  on  the  friendship  of  the  chiefs? 

3i 


Uganda’s  White  Man  of  Work 


What  other  enemies  would  Mutesa  have  made  by 
becoming  a  Christian?  If  the  wizards  were  made 
angry  how  would  the  people  in  general  feel?  How 
did  these  wizards  make  the  people  fear  them?  Tell 
how  the  great  wizard  of  the  lake  looked  and  acted 
when  some  one  wanted  to  consult  him?  Suppose 
Mutesa  had  become  a  Christian,  and  soon  after  there 
had  been  an  epidemic  of  fever  in  the  country,  who 
would  have  been  blamed?  Suppose  there  had  been 
war  and  Mutesa  had  been  defeated,  who  would  have 
been  blamed? 

Did  Mutesa’s  illness  make  it  easier  or  harder  for 
him  to  become  a  Christian?  Whose  treatment  of  his 
disease  did  he  like  best,  the  wizard’s  or  the  mission¬ 
ary’s?  Why? 

What  changes  in  his  way  of  ruling  his  people  would 
Mutesa  have  to  make  if  he  were  to  become  a  Christian  ? 
Being  a  heathen  how  did  he  treat  his  subjects?  Would 
it  be  easy  or  hard  to  make  the  change?  What  changes 
in  his  way  of  living  would  he  have  to  make  if  he  were 
to  become  a  Christian?  Do  you  think  it  would  be 
easier  for  him  to  live  as  a  heathen  or  Christian? 

What  other  religion  had  Mutesa  heard  of  besides 
the  heathen  and  Christian  religions  ?  What  did  he 
think  of  the  Mohammedan  religion?  Do  you  think 
Mutesa  was  sincere  when  he  said  he  was  bewildered 
and  knew  not  which  to  follow?  Why?  What  then 
were  some  of  the  reasons  why  it  was  hard  for  Mutesa 
to  become  a  Christian? 

II.  Having  given  some  of  the  reasons  why  Mutesa 
might  prefer  to  stay  a  heathen,  let  us  see  what  reasons 
can  be  thought  of  why  he  might  want  to  become  a 
Christian. 


32 


* 

Suggestions  to  Leaders 


Let  the  teacher  draw  from  the  pupils  if  possible,  their  own 
ideas  of  why  the  Christian  life  might  be  attractive  to  hinu 
Let  them  also  tell  some  of  the  arguments  Mackay  used  in  try¬ 
ing  to  persuade  him  not  to  receive  the  wizard  but  to  follow 
Jesus.  Had  they  been  in  Mackay’s  place  what  more  might  they 
have  said  to  Mutesa? 

Does  it  seem  to  you  strange  or  not,  then,  that  Mutesa 
decided  as  he  did?  Why?  Do  you  wish  he  had  decided 
differently?  Why?  What  did  he  lose  by  choosing  as_ 
he  did?  What  did  he  gain? 

Was  it  harder  or  easier  for  him  to  decide  to  be  a 
Christian  than  it  would  be  for  us?  Why  do  you  think 
so?  What  are  some  of  the  reasons  that  make  it  hard 
for  you  to  decide  to  become  Christians?  What  are 
some  of  the  reasons  why  you  should  like  to  become 
Christians  ? 

Assignment  of  Home  Work  on  Chapter  VII 

The  reading  of  Chapter  VII  to  find  out  how  Mutesa  next 
surprised  the  missionaries. 

In  their  note-books  the  children  may  write  out  the  reasons, 
pro  and  con,  why  it  was  hard  for  Mutesa  to  decide  whether  to 
be  a  heathen  or  a  Christian.  Another  assignment  may  consist 
in  having  one  or  two  of  the  class  look  up  several  of  the  Bible 
stories  about  wizards  referred  to  in  the  chapter  and  in  having 
them  told  to  the  class  at  the  following  session. 

One  or  two  scenes  for  special  presentation  may  appeal  to 
the  teacher  more  strongly,  such  as  a  messenger  from  Mutesa 
beseeching  the  wizard  to  go  to  Uganda  to  heal  the  king. 
The  boys  and  girls  would  enjoy  building  the  wizard’s  tent 
out  of  sticks  and  wrapping-paper,  and  making  charms  of 
various  kinds  to  hang  about  it. 

Suggestions  on  Chapter  VII 

Review  :  Let  some  one  read  from  his  note-book  the  rea¬ 
sons,  pro  and  con,  which  made  it  hard  for  Mutesa  to  decide 
whether  or  not  to  be  a  Christian.  The  rest  of  the  class  may 
add  other  reasons  which  the  one  member  has  not  given.  If  the 

33 


Uganda’s  White  Man  of  Work 


impersonation  has  been  prepared,  let  it  be  given  before  the 
rest  of  the  class  or  let  one  of  the  wizard  stories  be  told. 

The  Lesson  Proper 

Children's  Aim:  We  are  going  to  discuss  ways  in 
which  Mr.  Mackay  and  Mr.  O’Flaherty  differed  from 
the  Arabs. 

Teacher's  Aim  :  To  lead  the  children  to  appreciate  some 
of  the  salient  features  of  the  Christian  life  so  lacking  in 
Mohammedanism. 

Suggested  Questions 

Let  us  name  all  the  ways  we  can  in  which  the  mis¬ 
sionaries  and  the  Arabs  differed. 

1.  How  did  the  Arabs  and  the  missionaries  differ 
in  the  purposes  for  which  they  came  to  Uganda?  What 
did  Mutesa  once  say  was  the  reason  why  the  Arabs 
had  come  to  Uganda  (p.  17)  ?  What  had  the  mission¬ 
aries  told  Mutesa  was  the  reason  for  their  coming  to 
Uganda  (p.  130)  ? 

2.  Who  were  the  richer — the  Arabs  or  the  mis¬ 
sionaries  (pp.  146,  147)  ?  In  what  did  the  Arabs’ 
riches  consist?  What  wealth  did  the  missionaries 
have  ?  Which  would  you  rather  have,  the  wealth  of  the 
Arabs  or  that  of  the  missionaries? 

3.  Did  the  Arabs  and  the  missionaries  have  the 
same  ideas  about  the  things  which  were  right  to  do 
and  the  things  which  were  wrong?  What  were  some 
of  the  things  which  the  Arabs  thought  were  wrong 
which  the  missionaries  did?  What  were  some  of  the 
things  which  the  missionaries  thought  were  wrong 
which  the  Arabs  did? 

4.  Were  the  Arabs  and  the  missionaries  alike  in 
their  truthfulness?  Tell  some  of  the  things  which  the 

34 


Suggestions  to  Leaders 

Mohammedans  said  which  were  not  true?  Tell  the 
stories  they  told  which  were  not  true.  What  makes 
you  think  that  Mackay  and  O’Flaherty  told  the  truth? 

5.  In  praying,  were  the  Arabs  and  the  missionaries 
alike  or  different?  What  sort  of  a  God  did  the  Arabs 
think  of  when  they  prayed?  What  sort  of  a  God  did 
the  missionaries  think  of?  On  what  occasions  did  the 
Mohammedans  pray?  Why?  When  do  you  think  the 
missionaries  prayed?  Why?  How  did  the  mission¬ 
aries  pray?  (a)  How  did  the  Arabs  pray  ?  What  then 
were  the  differences  between  the  prayers  of  the  mis¬ 
sionaries  and  the  prayers  of  the  Arabs?  (b)  How 
would  you  rather  pray,  like  the  Arabs  or  like  the  mis¬ 
sionaries?  Chapter  VII  tells  us  of  a  prayer  Mackay 
wrote  in  his  journal  (p.  153).  What  did  he  pray  for? 
What  do  you  suppose  the  Arabs  usually  prayed  for? 
Can  you  imagine  the  Arabs  praying  for  a  white  man? 
Why  not?  Whom  else  have  you  ever  heard  of  who 
prayed  for  his  enemies?  (c)  Tell  the  story,  (d)  How 
did  Jesus  teach  us  to  treat  our  enemies? 

(a)  Show  how  the  missionaries  prayed  quietly  any  time 
during  the  day  when  they  wanted  to  whisper  to  the  Father, 
or  when  they  needed  to  be  strengthened  for  the  work  before 
them.  Show  that  their  praying  was  not  formal,  just  five  times 
a  day,  but  any  time,  and  that  they  prayed  because  they  wanted 
to  talk  to  their  loving  Father  and  not  because  they  were  com¬ 
manded  to  pray  by  a  priest. 

(b)  Lead  the  children  to  tell  of  the  formalities  through 
which  the  Arabs  went  when  praying  and  the  simple  expression 
of  a  wish  to  God  which  was  the  prayer  of  the  missionaries. 

(c)  The  stories  of  Jesus  and  Stephen  praying  for  their  ene¬ 
mies  should  be  recalled. 

(d)  The  children  may  read  these  verses  :  Matt.  v.  43-45* 

It  may  be  well  for  the  teacher  to  write  on  the  blackboard 

from  time  to  time  a  brief  statement  of  the  points  on  which 

35 


Uganda’s  White  Man  of  Work 


the  Arabs  and  the  missionaries  differed,  and  when  the  dis¬ 
cussion  has  been  completed  he  may  erase  what  he  has  written 
and  ask  the  children  to  give  the  points  which  have  been  made. 

It  may  be  well  also  for  the  teacher  to  ask  the  boys  and  girls 
which  of  them  are  Christians,  whether  they  think  they  are 
as  different  from  the  Mohammedans  as  Mackay  and  O’Fla¬ 
herty,  and  in  which  of  the  five  points  they  believe  they  are  like 
Mackay,  and  in  which  they  are  most  like  the  Arabs,  and  who 
do  they  want  to  be  like,  the  Arabs  or  the  missionaries. 

Assignment  of  Home  Work  on  Chapter  VIII 

The  reading  of  Chapter  VIII  to  find  out  who  of  the  Wa- 
ganda  decided  they  were  going  to  be  like  the  white  men. 

The  children  may  be  asked  to  write  in  their  note-books  a 
short  essay  on  “How  Mohammedans  Pray  and  How  Christians 
Pray.” 

They  may  be  able  to  find  in  magazines  pictures  of  Moham¬ 
medans  which  can  be  pasted  in  their  note-books  or  copied. 

Suggestions  on  Chapter  VIII 

Review  :  Have  two  or  three  essays  on  prayer  read  to  the 
class.  The  children  may  be  asked,  whether  at  any  time  during 
the  week  they  had  to  choose  whether  they  would  be  like  the 
Mohammedans  or  like  the  Christians.  Ask  them  to  tell  about 
it  and  how  they  decided. 

Tpie  Lesson  Proper 

Children's  Aim:  We  will  try  to  decide  just  what  it 
meant  to  the  Waganda  to  become  Christians.  We  will 
talk  over  the  different  ones  who  became  Christians  and 
see  what  change  was  made  in  their  lives  when  they  be¬ 
came  Christians. 

Teacher’s  Aim  :  To  awaken  a  new  and  definite  purpose  or  to 
strengthen  an  old  purpose  on  the  part  of  the  children  to  be¬ 
come  Christians. 


Suggested  Questions 


Suppose  you  had  been  able  to  visit  Mr.  Mackay  and 

36 


Suggestions  to  Leaders 


Mr.  O’Flaherty  in  Uganda,  what  Christian  Waganda 
would  you  have  wanted  to  meet? 

The  names  of  the  different  Christians  mentioned  by  the 
children  should  be  written  on  the  blackboard. 

Now  let  us  imagine  ourselves  as  these  people,  A - 

may  be  Sembera,  B - ,  Philipo,  etc.  We  will  imagine 

we  are  having  a  little  meeting  in  Philipo’s  hut,  and  that 
we  have  with  us  a  few  others  who  are  not  Christians. 
Each  Christian  is  going  to  stand  up  and  tell  the  others 
what  it  means  to  be  a  Christian,  why  he  changed  his 
religion,  and  the  difference  it  makes  in  his  life. 

The  teacher  may  help  the  boys  and  girls  to  find  the  pages 
in  which  the  story  is  told  of  the  particular  person  each  is 
representing.  Let  the  class  be  quiet  three  or  four  minutes 
while  each  one  studies  out  what  he  will  say.  Then  appoint 
one  as  leader  of  the  meeting  and  ask  him  to  speak  himself 
and  afterward  call  on  the  others  to  speak.  The  teacher  may 
well  step  aside  and  seem  to  cease  directing  the  class.  If  this 
plan  seems  too  difficult,  the  following  questions  may  help  to 
call  forth  a  discussion  of  the  subject  for  the  hour: 

We  will  first  talk  about  Sembera  to  decide  what 
change  was  made  in  him  by  becoming  a  Christian. 
What  words  did  Sembera  use  in  his  letter  to  show  that 
he  wanted  to  become  a  Christian?  What  do  you  think 
he  meant  by  saying  that  he  believed  the  words  of  Jesus 
Christ?  Do  you  think  he  was  right  in  saying  that 
that  is  what  it  means  to  be  a  Christian?  What  did 
he  do  after  he  became  a  Christian,  which  he  would 
never  have  done  before? 

Let  us  now  talk  about  the  chief  whose  picture  is 
given  in  the  book  (p.  159).  What  did  it  mean  to  him 
to  become  a  Christian? 

Let  us  see  what  it  meant  to  the  wizard  to  become  a 
Christian.  What  was  the  way  in  which  the  wizard  told 

37 


Uganda’s  White  Man  of  Work 


Mr.  O’Flaherty  that  he  wanted  to  be  a  Christian  (p. 
160)  ?  What  did  he  mean  by  saying  “I  will  follow 
Jesus  and  learn  his  ways”?  What  did  he  do  at  the 
time  to  show  that  he  was  in  earnest?  Do  you  think  it 
was  easier  or  harder  for  the  wizard  to  become  a  Chris¬ 
tian  than  for  the  average  man  in  Uganda?  Why? 
How  did  this  wizard  at  the  time  try  to  influence  others 
to  become  Christians? 

Let  us  study  Mwira.  What  did  he  do  before  he 
decided  to  become  a  Christian,  in  order  that  he  might 
know  what  Jesus  taught?  What  do  you  suppose  were 
some  of  the  questions  he  asked  the  missionary  as  he 
taught  him  in  the  evening?  Do  you  think  he  was  a 
Christian  when  he  left  the  missionaries’  home?  What 
did  he  do  that  makes  you  think  so?  Do  you  think  that 
his  wife  became  a  Christian?  Do  you  think  a  Chris¬ 
tian  is  like  a  man  climbing  in  a  mountainous  country? 
Why?  What  difference  did  Mwira’s  becoming  a  Chris¬ 
tian  make  in.  the  things  he  enjoyed?  What  do  you 
imagine  he  enjoyed  while  he  was  a  heathen?  What 
did  he  say  he  enjoyed  after  he  became  a  Christian 
(p.  169)  ? 

What  were  some  of  the  things  which  Philipo  did  as  a 
Christian  which  he  would  not  have  done  as  a  heathen? 
If  he  had  been  a  heathen  what  do  you  think  he  would 
have  done  when  Mutesa  ordered  everybody  to  pray  to 
the  Mohammedan  God?  Why  do  you  think  so?  Why 
did  he  disobey  the  king  after  he  had  become  a  Chris¬ 
tian?  Was  this  hard  or  easy?  As  a  heathen  what  do 
you  think  he  would  have  done  when  he  heard  the  mis¬ 
sionaries  slandered?  What  made  him  do  as  he  did? 
Did  he  ever  forget  that  he  was  a  Christian?  What  did 
he  do  that  makes  you  think  so? 

38 


Suggestions  to  Leaders 


Do  you  believe  that  his  wife  Sarah  became  a  Chris¬ 
tian?  How  was  she  different  from  a  heathen  woman? 
Do  you  think  Sarah  was  right  in  saying  to  Philipo’s 
brothers,  that  the  Christians  were  more  closely  related 
to  Philipo  than  his  own  brothers?  Do  you  think  that 
all  Christians  should  be  like  brothers  and  sisters? 
Why? 

Were  any  graves  made  in  Uganda  besides  Philipo’s 
which  you  would  like  to  have  visited?  Do  you  think 
that  this  Christian  man,  who  died  of  the  plague,  felt 
like  the  heathen  did  when  they  died?  What  do  you 
think  was  the  difference? 

Thinking,  then,  of  these  different  Christians  about 
whom  we  have  talked,  tell  us  what  it  meant  for  the 
Waganda  to  become  Christians?  What  difference  did 
it  make  in  their  characters  and  in  the  things  they  did? 
Did  they  gain  anything?  What?  Did  they  lose  any¬ 
thing?  What?  Who  else  in  Uganda  had  been  given 
the  opportunity  to  choose  whether  or  not  to  be  a  Chris¬ 
tian  and  had  chosen  against  it?  Why  had  he  chosen 
as  he  did?  Did  Mutesa’s  decision  make  it  harder  or 
easier  for  these  men  to  decide  to  become  Christians? 
Why?  Had  you  been  a  boy  in  Uganda  at  that  time, 
which  way  do  you  think  you  would  have  decided? 
What  makes  you  think  so? 

Time  should  be  left  at  the  close  of  the  hour  for  a  more 
personal  conversation  with  the  boys  and  girls  about  what  it 
would  mean  to  them  to  become  Christians.  Lead  them  to 
discover  for  themselves  the  issues  involved  in  their  choosing, 
and  to  see  the  need  of  the  choice.  The  teacher  may  then  be 
able  to  ask  them  for  a  definite  decision.  If  quiet  and  seclusion 
are  possible,  it  will  be  a  rare  opportunity  for  the  teacher  to 
ask  the  children  to  kneel  together  and  to  lead  them  to  pray 
aloud,  asking  for  the  Father’s  personal  help  and  forgiveness. 

39 


Uganda’s  White  Man  of  Work 


Those  who  already  believe  themselves  to  be  Christians  should 
be  the  first  to  lead  in  sentence  prayers. 

Assignment  of  Home  Work  on  Chapter  IX 

The  reading  of  the  next  chapter  to  find  out  how  Mackay 
came  to  be  called  the  “White  Man  of  Work.” 

The  children  may  be  asked  to  write  short  papers  on  “What 
it  meant  to  the  Waganda  to  become  Christians”  or  “What  it 
means  to  any  one  to  become  a  Christian.” 

If  there  are  two  boys  in  the  class  clever  enough,  one  may 
impersonate  Mwira  and  one  Mr.  O’Flaherty.  The  scene  will 
be  in  Mr.  O’Flaherty’s  house.  The  missionary  will  be  telling 
Mwira  some  part  of  the  story  of  Jesus.  The  teacher  may  assist 
in  deciding  what  portion  of  the  story  of  Jesus  may  be  chosen. 
It  may  be  the  story  of  Jesus’s  birth,  or  some  one  of  his  mira¬ 
cles,  or  of  the  calling  of  his  disciples,  or  of  his  death  and  res¬ 
urrection.  Let  one  boy  study  the  story  chosen  and  let  him  tell  it 
well.  Let  the  other  boy  think  out  a  number  of  questions 
which  he  imagines  Mwira  might  have  asked  Mr.  O’Flaherty. 
Having  done  this  preparatory  work,  let  the  boys  meet  some¬ 
where  during  the  week,  with  the  teacher,  and  attempt  the 
dialogue.  The  teacher  will  probably  have  to  help  the  would- 
be  missionary  in  answering  the  inquirer’s  questions.  If  this 
impersonation  is  successfully  done  in  the  presence  of  the 
class  it  may  be  profitable  to  have  it  done  before  the  whole 
Sunday-school  at  the  closing  exercises  the  following  Sabbath, 
with  a  few  words  of  explanation  given  by  the  teacher  or 
superintendent. 

Suggestions  on  Chapter  IX 

Review  :  Have  one  or  two  of  the  essays  on  “What  it  means 
to  be  a  Christian”  read  to  the  class  and  questions  asked. 
Have  the  imaginary  dialogue  between  Mwira  and  Mr.  O’Fla¬ 
herty  given,  and  ask  the  class  to  decide  whether  or  not  to  ask 
permission  of  the  superintendent  to  have  it  given  before  the 
entire  Sunday-school. 

The  Lesson  Proper 

Children's  Aim:  We  will  see  how  many  different 
kinds  of  work  Mackay  and  his  companions  did. 

40 


Suggestions  to  Leaders 


Teacher's  Aim  :  To  show  the  possibility  for  Christian  serv¬ 
ice  in  many  commonplace  ways. 

Suggested  Questions 

What  different  kinds  of  work  did  Mackay  and  his 
companions  do  in  order  to  make  use  of  the  land  Mutesa 
had  given  them? 

1.  They  prepared  much  of  the  land  for  cultivation. 

2.  They  planted  and  cared  for  maize,  millet,  wheat,  sweet 
potatoes,  tomatoes,  beans,  peas,  coffee  trees,  plantain  trees, 
cotton,  and  sugar-cane. 

3.  They  raised  chickens,  oxen,  and  goats. 

4.  They  built  a  brick  oven  for  bread-baking. 

5.  They  cooked  meals,  even  baking  bread. 

6.  They  made  flour,  soap,  sugar,  and  molasses. 

7.  They  wove  cloth  from  the  cotton  raised  on  the  land. 

The  teacher  through  questioning  can  probably  draw  out  all 

of  these  answers  from  the  class.  It  would  be  well  to  write  the 
list  on  the  blackboard,  classifying  in  some  such  way  as  sug¬ 
gested  in  order  that  the  children  may  better  appreciate  the 
large  variety  of  labor  demanded.  After  the  kinds  of  work 
have  been  named  the  teacher  may  assist  the  class  in  reflecting 
on  them,  by  asking  a  few  questions  such  as  the  following : 

Why  did  Mackay  sow  wheat?  Why  did  he  set  out 
plantains?  Why  grow  cotton?  Why  raise  cattle? 
Why  make  sugar?  Why  soap?  Which  of  these  dif¬ 
ferent  kinds  of  work  would  you  know  how  to  do? 
Where  do  you  think  Mackay  learned  to  do  these  things? 

What  other  kinds  of  work  did  Mackay  do  ?  Why  did 
he  build  a  new  house?  What  different  trades  did  he 
have  to  know  in  order  to  build  a  house  ?  What  sort  of 
a  house  did  he  build?  Was  he  free  to  build  just  the 
kind  he  wanted?  Why  not?  What  did  the  Waganda 
think  of  the  house?  Did  the  house  help  or  hinder  their 
work  ?  How  ? 

What  more  did  Mackay  do  in  order  to  keep  the  white 

41 


Uganda’s  White  Man  of  Work 


men  from  sickness?  How  much  was  the  well  needed? 
How  did  Mackay  know  where  to  find  water?  Suppose 
he  had  failed,  what  would  the  Waganda  have  thought? 
What  did  they  say  when  the  water  was  pumped? 

Did  Mutesa  see  Mackay  do  any  of  these  different 
kinds  of  work?  Why  not?  What  then  did  Mackay 
do  at  court  where  Mutesa  could  see  him?  Why  did 
Mackay  do  these  things  for  the  king?  What  impres¬ 
sion  do  you  think  it  made  on  Mutesa? 

What  piece  of  work  did  Mackay  do  which  Mutesa 
directly  asked  him  to  do?  For  what  reason  was  the 
making  of  a  coffin  a  harder  piece  of  work  than  Mackay 
thought  it  would  be  when  he  began  it?  What  were 
some  of  the  things  he  did  in  connection  therewith  that 
seemed  wonderful  to  the  Waganda?  ,  Do  you  think 
Mackay  tried  hard  to  please  the  king?  What  were 
some  of  the  little  things  he  did  that  make  you  think  so? 
Did  Mackay  believe  in  this  pompous  way  of  burying 
a  person’s  body?  Why  not?  Why  then  did  he  work  so 
hard  and  take  such  pains  with  Namasole? 

What  other  kinds  of  work  did  Mackay  do  in  order 
to  help  the  Waganda?  What  did  he  teach  the  Wa¬ 
ganda?  What  different  things  did  he  have  to  do  when 
printing?  Do  you  suppose  that  translating  the  Bible 
into  the  language  of  Uganda  was  hard  or  easy?  Why? 

Name,  then,  as  many  as  you  can  of  the  different 
kinds  of  work  Mackay  did?  How  do  you  account  for 
the  fact  that  he  knew  how  to  do  so  many  different 
kinds  of  work?  Which  of  these  different  kinds  of 
work  could  he  do  with  his  good  clothes  on  or  without 
soiling  his  hands?  How  do  you  account  for  his  being 
willing  to  do  so  much  hard,  dirty  work?  Do  you  think 
that  he  was  serving  Christ  or  not  when  he  was  shovel- 

42 


Suggestions  to  Leaders 


ing  dirt  out  of  the  well?  Was  he  serving  Christ  when 
he  milked  the  goats?  When  he  took  care  of  the  chick¬ 
ens  ?  When  he  was  making  soap  ?  When  plastering 
the  house?  Is  every  one  who  takes  care  of  chickens, 
or  who  makes  soap,  or  cooks,  or  who  plows,  serving 
Christ?  Why  not?  Do  you  think  Christ  was  more 
pleased  to  see  Mackay  making  bread  or  to  see  him 
teaching  the  Bible  to  Mutesa?  Are  you  able  to  serve 
Christ  now  when  you  can’t  teach  a  Sunday-school  class, 
or  lead  a  prayer-meeting  o'r  be  a  preacher?  How? 

Assignment  of  Home  Work  on  Chapter  X 

The  reading  of  Chapter  X  to  find  out  who  were  the  three 
heroes  and  who  was  the  boy-tyrant  and  what  they  did. 

Perhaps  the  children  would  like  to  find  out  how  to  do 
some  of  the  different  kinds  of  work  which  Mackay  did,  which 
they  do  not  know  how  to  do.  One  may  want  to  find  out  how 
bread  is  made,  another  how  sugar  is  made,  another 
flour.  Some  in  the  class  may  want  to  draw  a  picture  of  the 
home  Mackay  built.  Some  one  may  want  to  find  a  picture  of 
a  plantain  or  banana  plant  or  tree  and  draw  it  in  his  note¬ 
book,  learning  at  the  same  time  the  different  ways  in  which 
the  plantain  fruit  is  used.  Another  may  find  a  picture  of  a 
coffee  tree  and  draw  it.  There  is  such  a  variety  in  the  pos¬ 
sible  hand  work  that  each  member  of  the  class  may  be  given 
some  particular  work  as  his  own  which  he  may  do  for  the 
benefit  of  the  rest  of  the  class,  proving  again  that  there  are 
many  ways  in  which  we  can  be  helpful  and  serve  Christ. 

Suggestions  on  Chapter  X 

Review:  Perhaps  five  minutes  will  be,  spent  in  examining 
the  hand  work  of  the  members  of  the  class.  Try  to  make  each 
one  who  has  done  anything  well  feel  that  he  has  given 
something  worth  while  to  the  rest  of  the  class. 

The  Lesson  Proper 

Children’s  Aim:  We  will  try  to  decide  who  the 
heroes  were,  and  what  they  did  that  made  them  heroes. 

43 


Uganda's  White  Man  of  Work 

Teacher's  Aim  :  To  impress  the  importance  of  loyalty  to 
Christ. 

Suggested  Questions 

First  let  us  name  those  told  about  in  this  chapter 
whom  we  would  call  heroes. 

We  will  first  talk  of  the  missionaries  and  see  what 
they  did  that  was  heroic.  We  will  study  the  times 
when  they  were  in  danger  and  decide  what  we  think 
of  the  way  they  acted.  When  did  the  missionaries  first 
believe  their  lives  were  in  danger?  What  did  they 
fear  would  happen  on  the  death  of  Mutesa?  What  did 
Mr.  O’Flaherty  and  Mr.  Ashe  do  on  hearing  of 
Mutesa’s  death?  What  else  might  they  have  done? 
Which  do  you  think  was  the  best?  What  did  Mackay 
do?  Was  he  wise  in  doing  what  he  did?  Did  these 
three  men  act  at  this  time  as  heroes  or  cowards? 

When  was  the  next  occasion  in  which  their  lives 
were  in  danger  ?  What  did  they  do  when  first 
attacked  by  the  mob?  How  else  might  the  mission¬ 
aries  have  acted?  Which  was  the  more  heroic  under 
the  circumstances?  When  the  katikiro  refused  their 
request  what  did  they  do  ?  What  did  they  do  on  reach¬ 
ing  home  after  having  been  left  by  the  mob?  For 
whom  do  you  think  they  were  praying  at  this  time,  for 
themselves  or  some  one  else?  What  more  can  you  think 
of  that  they  might  have  done  for  the  Waganda  Chris¬ 
tians?  Considering  the  entire  story  of  Mujasi’s  attack 
and  the  capture  of  the  Christian  boys,  do  you  think 
the  missionaries  acted  as  heroes  or  not?  Why?  How 
account  for  their  being  so  calm  in  the  face  of  possible 
death  ? 

Let  us  talk  of  the  three  boys  and  see  to  what  extent 
they  were  heroes.  Tell  the  story  of  how  they  were 

44 


Suggestions  to  Leaders 


treated  by  the  mob  on  the  way  to  the  place  of  the  burn¬ 
ing.  How  would  you  expect  them  to  feel  on  hearing 
these  taunts?  How  would  they  have  been  justified  in 
acting?  How  did  they  act?  How  do  you  account  for 
their  singing  in  the  presence  of  so  angry  a  mob? 

Let  us  see  how  they  acted  when  the  heathen  men 
took  up  their  knives  to  kill  them?  How  did  Seru- 
wanga  act?  What  did  Kakumba  do?  What  did 
Lugalama  do  ?  Do  you  think  of  any  way  by  which 
they  might  have  saved  their  lives?  What?  Why  did 
they  not  do  this  ?  What  do  you  think  the  different  men 
in  the  mob  thought  of  the  three  prisoners?  Do  you 
think  you  would  have  done  as  they  did  if  you  had  been 
in  their  place?  Why?  Why  not? 

Who  else  was  there  in  the  crowd  who  was  in 
danger  of  his  life?  Why  was  his  life  in  danger? 
What  do  you  think  were  Kidza’s  feelings  as  he 
watched  the  three  boys  put  to  death?  How  do  you 
think  he  felt  when  Mujasi  turned  and  looked  at  him? 
What  is  your  opinion  of  the  way  he  answered?  Would 
you  or  would  you  not  consider  Kidza  as  great  a  hero 
as  the  three  boys  who  were  killed?  Why? 

Does  the  story  remind  you  of  any  stories  told  in 
the  Bible  of  how  men  were  put  to  death  because  they 
were  Christians?  What  stories  do  you  recall  of  men 
and  women  living  since  Bible  times  who  were  put  to 
death  because  they  were  Christians? 

The  story  of  Stephen  may  be  recalled  (Acts  vi.  7-60).  The 
teacher  might  also  speak  of  the  martyrs  during  the  Reforma¬ 
tion  in  England  and  on  the  Continent,  and  of  the  massacres 
in  China  in  1900. 

What  Christians  do  you  know  whom  you  could  call 
heroes?  What  are  some  of  the  difficult  things  which 

45 


Uganda’s  White  Man  of  Work 


we  ought  to1  do  in  our  every-day  life  if  we  are  true 
Christians  ? 

The  teacher  may  write  on  the  blackboard,  Wanted — 

Heroic  Christians,  who  will 

1  . 

2  . 

3  . 

4  . 

5  . 

The  girls  and  boys  may  fill  in  the  blanks.  The  teacher 
should  guide  them  so  that  the  blanks  will  be  filled  in  with 
statements  about  things  all  children  can  do. 

The  teacher  may  have  the  childen  read  Matt.  x.  32,  33  and 
Luke  ix.  26. 

Assignment  of  Home  Work  on  Chapter  XI 

The  reading  of  Chapter  XI  to  find  out  how  others  of  the 
Christians  acted  in  the  face  of  death. 

The  children  may  be  asked  to  learn  Bible  verses  suggested 
above  and  to  write  them  in  their  note-books  with  a  few 
sentences  to  explain  their  connection  with  the  story.  Some 
one  may  prepare  to  tell  the  story  of  Stephen’s  martyrdom. 

Suggestions  on  Chapter  XI 

Children's  Aim  :  We  are  going  to  find  out  how  much 
the  Christians  and  the  missionaries  in  Uganda  helped 
each  other  in  time  of  danger. 

Teacher’s  Aim  :  To  show  the  place  for  mutual  helpfulness 
among  Christians. 

Suggested  Questions 

I.  How  did  the  missionaries  help  the  black  Chris¬ 
tians? 

How  did  they  plan  so  that  the  Christians  could  get 
along  without  them  if  they  were  killed? 

1.  What  else  did  they  do  for  the  Waganda  which 
the  black  men  could  not  have  done  for  themselves? 

46 


Suggestions  to  Leaders 


2.  Why  do  you  suppose  the  missionaries  did  not 
leave  the  Waganda  when  they  were  in  such  danger? 
Whose  safety  do  you  suppose  they  cared  most  for,  the 
Waganda’s  or  their  own?  What  did  they  do  that 
makes  you  think  so? 

3.  Not  being  able  to  see  the  Christians  or  to  talk 
with  them,  in  what  way  did  they  try  to  encourage  them  ? 
What  did  they  write  in  a  letter  that  would  help  the 
Waganda  Christians  to  be  loyal?  Of  what  letters  in 
the  Bible  does  this  letter  remind  you? 

(1)  The  missionaries  had  native  leaders  or  elders  elected 
and  these  they  trained  and  taught,  that  they  in  turn  might 
teach  the  other  Christians. 

(2)  Being  relieved  during  these  times  of  persecution  from 
much  of  their  regular  work,  the  missionaries  were  able  to  give 
more  time  to  translating  and  printing  new  portions  of  the 
Bible. 

(3)  Let  the  children  recall  how  the  missionaries  were  think¬ 
ing  of  the  safety  of  the  black  Christians,  how  they  had  warned 
them  to  keep  away  from  the  mission,  and  how  at  the  risk  of 
their  own  lives  they  pleaded  for  them  with  Mwanga ;  and  how 
they  were  continually  praying  that  their  black  friends  might 
prove  faithful  and  be  spared,  if  that  were  God’s  will. 

II.  Next,  how  did  the  black  Christians  help  the 
missionaries?  How  did  the  Waganda  Christians  show 
that  they  cared  for  the  safety  of  the  missionaries? 
Besides  warning  the  missionaries  of  danger,  what  else 
do  you  suppose  the  Waganda  Christians  told  them  from 
time  to  time  which  encouraged  the  missionaries?  How 
do  you  suppose  the  missionaries  felt  after  Samweli’s 
visit?  How  do  you  suppose  they  felt  when  they  heard 
how  the  thirty-two  Christians  prayed  who  were  burned 
together?  How  do  you  suppose  they  felt  when  they 
heard  about  Roberto’s  refusing  to  shoot  the  execu¬ 
tioners? 


47 


Uganda’s  White  Man  of  Work 


III.  How  did  the  Waganda  Christians  help  each 
other  ?  How  did  they  try  to  keep  in  touch  with  each 
other?  What  do  you  imagine  they  did  when  they  met 
in  each  other’s  homes?  What  do  you  imagine  they 
told  each  other  ?  What  different  things  do  you  imagine 
they  prayed  about?  What  do  you  imagine  were  some 
of  the  Bible  verses  and  stories  they  liked  to  hear  read 
at  such  times?  Do  you  think  the  story  of  Roberto’s 
death  made  them  more  or  less  determined  to  be  faithful 
Christians  ? 

The  Church  of  our  country  to-day  is  much  larger  than 
in  Uganda.  Do  you  think  there  is  as  much  opportunity 
for  Christians  here  to  help  each  other  as  for  the  Chris¬ 
tians  in  Uganda  to  help  one  another?  Who  are  the 
leaders  of  our  church?  What  are  they  doing  for  us? 
What  can  we  do  for  them?  How  can  we  help  each 
other  ? 

Assignment  of  Home  Work 

The  reading  of  the  rest  of  the  book  to  see  why  the  white 
man  of  work  had  to  lay  down  his  tools. 

Suggestions  on  Chapter  XII  and  Postlude 

The  Lesson  Proper 

Children's  Aim:  We  will  cast  up  accounts  to  see 
whether  or  not  it  all  paid. 

Teacher's  Aim  :  To  lead  the  children  to  recognize  that  the 
best  investment  of  life  is  in  service  to  others  under  the  leader¬ 
ship  of  Jesus  Christ. 

It  is  suggested  that  on  the  blackboard  or  on  paper  the  class 
should  make  debit  and  credit  columns.  On  the  debit  side  the 
children  may  show  what  it  cost  to  meet  Mutesa’s  request  to 
come  to  Uganda.  On  the  credit  side  let  them  make  a  list 
showing  what  was  gained  by  it.  After  these  lists  have  been 
carefully  made  some  of  the  following  questions  may  be  asked 

48 


Suggestions  to  Leaders 


in  order  to  induce  a  thoughtful  consideration  of  the  things 
involved  and  to  lead  to  the  formation  of  vital  convictions. 

Suggested  Questions 

What  made  it  cost  so  much  to  go  to  Uganda?  If 
the  people  in  Great  Britain  and  the  missionaries  who 
started  for  Uganda  had  known  of  the  difficulties  which 
they  would  meet  with,  do  you  think  they  would  have 
tried  to  grant  Mutesa’s  request?  Do  you  think  they 
ought  to  have  tried  to  do  so?  Suppose  Mutesa  had 
never  asked  for  missionaries,  do  you  think  that  mission¬ 
aries  should  have  gone  to  Uganda?  Why?  Why  not? 
If  you  had  been  living  in  England  at  the  time  Stanley’s 
letter  appeared,  what  share  in  the  enterprise  would  you 
like  to  have  had?  Why?  Do  you  think  of  any  coun¬ 
tries  now  where  the  people  have  heard  almost  nothing 
about  the  Christian  religion  and  who  are  asking  for 
missionaries  ?  What  do  you  think  about  sending  mis¬ 
sionaries  where  the  people  have  not  asked  for  them? 
What  part  do  you  expect  to  have  in  such  work  ? 

Do  you  think  Mackay’s  life  would  have  counted  for 
more  had  he  stayed  in  Germany?  Do  you  consider  his 
life  a  success?  Why?  In  what  ways  would  you  like 
your  life  to  be  like  Mackay’s? 

If  another  week  can  be  devoted  to  the  course  it  may 
be  well  by  way  of  review  to  have  a  series  of  scenes 
presented.  A  simple  plan  would  be  to  have  each 
member  of  the  class  given  one  story  from  the  book  to 
re-read  at  home  and  to  tell  well  to  the  others  in  the 
class.  The  teacher  may  direct  a  conversation  on  the 
part  of  the  children  in  which  they  will  compare  Mackay 
with  other  heroes,  Biblical  or  not,  about  whom  they 
have  read. 


49 


Uganda’s  White  Man  of  Work 


LIST  OF  MISSION  BOARDS  AND 
CORRESPONDENTS 

(Revised  to  April  i,  1907) 

Inasmuch  as  the  publishing  business  of  the  Y oung  People’s  Missionary 
Movement  is  conducted  in  behalf  of  the  Foreign  and  Home  Mission 
Boards  of  the  United  States  and  Canada,  the  Movement  conducts  no 
retail  business,  but  directs  all  orders  to  the  Mission  Boards. 

Orders  for  literature  on  foreign  or  home  missions  should  be  addressed 
to  the  secretaries  representing  those  organizations,  who  are  prepared 
to  furnish  special  helps  to  leaders  of  mission  study  classes  and  to  other 
missionary  workers. 

If  the  address  of  the  secretary  of  the  foreign  or  home  mission  board 
or  society  of  your  denomination  is  not  included  below,  orders  may  be 
sent  to  the  Young  People’s  Missionary  Movement,  but  in  no  case  will 
the  Movement  fill  orders  from  persons  who  belong  to  the  Churches 
indicated  in  the  list.  All  persons  ordering  directly  from  the  Young 
People’s  Missionary  Movement  are  required  to  indicate  their  denomina¬ 
tion  when  ordering. 

Advent  Christian. — American  Advent  Mission  Society,  Rev.  A.  H. 
Davis,  160  Warren  Street,  Boston,  Mass. 

Associate  Reformed  Presbyterian. — Young  People’s  Christian  Union, 
Miss  Lillian  Morrison,  306  East  Broad  Street,  Statesville,  N.  C. 

Baptist. — American  Baptist  Home  Mission  Society,  Rev.  H.  B.  Grose, 
312  Fourth  Avenue,  New  York  City. 

American  Baptist  Missionary  Union  (Foreign),  Rev.  F.  P.  Haggard, 
15  Ashburton  Place,  Boston,  Mass. 

Foreign  Mission  Board  of  the  Southern  Baptist  Convention,  Rev. 
T.  B.  Ray,  1103  Main  Street,  Richmond,  Va.  (Correspondence  con¬ 
cerning  both  foreign  and  home  missions.) 

Brethren. — The  Brethren  General  Missionary  and  Tract  Committee, 
Mr.  Galen  B.  Royer,  Elgin,  Ill. 

Christian. — The  Mission  Board  of  the  Christian  Church;  Foreign  Mis¬ 
sion  Secretary,  Rev.  M.  T.  Morrill;  Home  Mission  Secretary,  Rev. 
O.  W.  Powers;  Lock  Box  416,  Dayton,  Ohio. 

Congregational. — American  Board  of  Commissioners  for  Foreign  Mis¬ 
sions,  Mr.  Harry  Wade  Hicks,  14  Beacon  Street,  Boston,  Mass. 

The  Congregational  Home  Missionary  Society,  Rev.  H.  C.  Herring, 
287  Fourth  Avenue,  New  York  City. 

Disciples  of  Christ. — Foreign  Christian  Missionary  Society,  Rev.  S.  J. 
Corey,  Box  884,  Cincinnati,  Ohio. 

The  American  Christian  Missionary  Society,  Young  People’s  De¬ 
partment,  Miss  Sarah  Bird  Dorman,  Y.  M.  C.  A.  Building,  Cincinnati, 
Ohio. 

Evangelical  Association. — Missionary  Society  of  the  Evangelical 
Association,  Rev.  L.  H.  Seager,  1903  Woodland  Avenue,  S.  E.,  Cleve¬ 
land,  Ohio. 

Free  Baptist. — General  Conference  of  Free  Baptists,  Mr.  Harry  S. 
Myers,  Hillsdale,  Mich. 


Suggestions  to  Leaders 


Methodist  Episcopal. — Young  People’s  Missionary  Department  of  the 
Methodist  Episcopal  Church,  150  Fifth  Avenue,  New  York  City. 
(Representing  the  Board  of  Foreign  Missions  and  the  Board  of  Home 
Missions  and  Church  Extension.) 

Methodist  Episcopal,  South. — Young  People’s  Department  of  the 
Board  of  Missions  of  the  Methodist  Episcopal  Church,  South,  Rev. 
Ed.  F.  Cook,  810  Broadway,  Nashville,  Tenn.  (Correspondence  con¬ 
cerning  both  foreign  and  home  missions.) 

Protestant  Episcopal. — The  Domestic  and  Foreign  Missionary  Society 
of  the  Protestant  Episcopal  Church  in  U.  S.  A.,  Rev.  Everett  P. 
Smith,  281  Fourth  Avenue,  New  York  City. 

Presbyterian. — Educational  Department,  The  Board  of  Foreign  Mis¬ 
sions  of  the  Presbyterian  Church  in  the  U.  S.  A.,  Dr.  T.  H.  P.  Sailer, 
156  Fifth  Avenue,  New  York  City. 

The  Board  of  Home  Missions  of  the  Presbyterian  Church  in  the 
U.  S.  A.,  Mr.  Von  Ogden  Vogt,  156  Fifth  Avenue,  New  York  City. 

Executive  Committee  of  Foreign  Missions  of  the  Presbyterian 
Church  in  the  United  States,  South,  Literature  Department,  Rev.  H. 
F.  Williams,  Chamber  Commerce  Building,  Nashville,  Tenn. 

General  Assembly’s  Home  Missions  of  the  Presbyterian  Church  in 
the  United  States,  South,  Rev.  S.  L.  Morris,  Drawer  H.,  Atlanta,  Ga. 

Reformed. — Department  of  Young  People’s  Work  of  the  Missionary 
Boards  of  the  Reformed  Church  in  America,  Mr.  H.  A.  Kinports,  25 
East  Twenty -second  Street,  New  York  City. 

Board  of  Foreign  Missions,  Reformed  Church  in  the  United  States, 
Rev.  A.  R.  Bartholomew,  1306  Arch  Street,  Philadelphia,  Pa. 

United  Brethren. — Foreign  Missionary  Society  of  the  United  Brethren 
in  Christ,  Rev.  J.  Edgar  Knipp,  1004  United  Brethren  Building, 
Dayton,  Ohio. 

Home  Missionary  Society  of  the  United  Brethren  in  Christ,  Miss 
Lyda  B.  Wiggim,  904  United  Brethren  Building,  Dayton,  Ohio. 

United  Presbyterian. — The  Board  of  Foreign  Missions  of  the  United 
Presbyterian  Church  of  North  America,  Mr.  Earl  D.  Miller,  921  Wither¬ 
spoon  Building,  Philadelphia,  Pa. 

CANADIAN  BOARDS 

Baptist. — The  Foreign  Mission  Board  of  the  Baptist  Convention  of 
Ontario  and  Quebec,  Rev.  J.  G.  Brown,  177  Albany  Avenue,  Toronto, 
Ontario. 

Church  of  England. — The  Missionary  Society  of  the  Church  of  Eng¬ 
land  in  Canada,  Rev.  Canon  Tucker,  43  Confederation  Life  Building, 
Toronto,  Ontario. 

Congregational. — Canada  Congregational  Foreign  Missionary  Stociety, 
Rev.  T.  B.  Hyde,  64  Isabella  Street,  Toronto,  Ontario. 

Methodist. — Young  People’s  Forward  Movement,  The  Methodist 
Church  Department  of  Missions,  Rev.  F.  C.  Stephenson,  33  Richmond 
Street  West,  Toronto,  Ontario. 

Presbyterian. — Presbyterian  Church  in  Canada,  Foreign  Mission  Com¬ 
mittee,  Rev.  R.  P.  Mackay,  89  Confederation  Life  Building,  Toronto. 
Ontario. 


THE  BURKE  LIBRARY 
UNION  THEOLOGICAL  SEMINARY 


50139207 


f^a/V 


Africa. 
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